shelby county schools’ mathematics instructional … grade 4 q3.docx · web viewin 2014, the...
TRANSCRIPT
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Introduction
In 2014 the Shelby County Schools Board of Education adopted a set of ambitious yet attainable goals for school and student performance The District is committed to these goals as further described in our strategic plan Destination2025 By 2025
80 of our students will graduate from high school college or career ready 90 of students will graduate on time
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100 of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals we must collectively work to provide our students with high quality College and Career Ready standards-aligned instruction The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers The TN State Standards represent three fundamental shifts in mathematics instruction focus coherence and rigor
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While the academic standards establish desired learning outcomes the curriculum provides instructional planning designed to help students reach these outcomes Educators will use this guide and the standards as a roadmap for curriculum and instruction The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards
These standards emphasize thinking problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students In addition assessment blueprints (httpwwwtngoveducationarticletnready-blueprints) have been designed to show educators a summary of what will be assessed in
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each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
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diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
100 of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals we must collectively work to provide our students with high quality College and Career Ready standards-aligned instruction The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers The TN State Standards represent three fundamental shifts in mathematics instruction focus coherence and rigor
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While the academic standards establish desired learning outcomes the curriculum provides instructional planning designed to help students reach these outcomes Educators will use this guide and the standards as a roadmap for curriculum and instruction The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards
These standards emphasize thinking problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students In addition assessment blueprints (httpwwwtngoveducationarticletnready-blueprints) have been designed to show educators a summary of what will be assessed in
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each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
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MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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MATHEMATICS
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MATHEMATICS
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MATHEMATICS
While the academic standards establish desired learning outcomes the curriculum provides instructional planning designed to help students reach these outcomes Educators will use this guide and the standards as a roadmap for curriculum and instruction The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards
These standards emphasize thinking problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students In addition assessment blueprints (httpwwwtngoveducationarticletnready-blueprints) have been designed to show educators a summary of what will be assessed in
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MATHEMATICS
each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
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MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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MATHEMATICS
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MATHEMATICS
While the academic standards establish desired learning outcomes the curriculum provides instructional planning designed to help students reach these outcomes Educators will use this guide and the standards as a roadmap for curriculum and instruction The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards
These standards emphasize thinking problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students In addition assessment blueprints (httpwwwtngoveducationarticletnready-blueprints) have been designed to show educators a summary of what will be assessed in
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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MATHEMATICS
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MATHEMATICS
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MATHEMATICS
The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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MATHEMATICS
This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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MATHEMATICS
While the academic standards establish desired learning outcomes the curriculum provides instructional planning designed to help students reach these outcomes Educators will use this guide and the standards as a roadmap for curriculum and instruction The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards
These standards emphasize thinking problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students In addition assessment blueprints (httpwwwtngoveducationarticletnready-blueprints) have been designed to show educators a summary of what will be assessed in
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MATHEMATICS
each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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MATHEMATICS
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MATHEMATICS
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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MATHEMATICS
This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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MATHEMATICS
standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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MATHEMATICS
Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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MATHEMATICS
Curriculum Maps
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MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
While the academic standards establish desired learning outcomes the curriculum provides instructional planning designed to help students reach these outcomes Educators will use this guide and the standards as a roadmap for curriculum and instruction The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards
These standards emphasize thinking problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students In addition assessment blueprints (httpwwwtngoveducationarticletnready-blueprints) have been designed to show educators a summary of what will be assessed in
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MATHEMATICS
each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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MATHEMATICS
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MATHEMATICS
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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MATHEMATICS
This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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MATHEMATICS
standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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MATHEMATICS
Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Curriculum Maps
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MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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MATHEMATICS
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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MATHEMATICS
TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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MATHEMATICS
Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
each grade including the approximate number of items that will address each standard Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II
Our collective goal is to ensure our students graduate ready for college and career The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections
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MATHEMATICS
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MATHEMATICS
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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MATHEMATICS
This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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MATHEMATICS
standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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MATHEMATICS
Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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MATHEMATICS
Curriculum Maps
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MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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MATHEMATICS
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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MATHEMATICS
TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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MATHEMATICS
Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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MATHEMATICS
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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MATHEMATICS
standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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MATHEMATICS
Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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MATHEMATICS
Curriculum Maps
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MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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MATHEMATICS
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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MATHEMATICS
TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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MATHEMATICS
Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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MATHEMATICS
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The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency
(skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics and sensible useful and worthwhile coupled with a belief in
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
critique the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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MATHEMATICS
diligence and onersquos own efficacy) Throughout the year students should continue to develop proficiency with the eight Standards for Mathematical Practice
How to Use the Mathematics Curriculum Maps
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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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MATHEMATICS
This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025 To reach our collective student achievement goals we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts as described above in instruction for Mathematics
The TNCore Mathematics StandardsThe Tennessee Mathematics Standardshttpswwwtngoveducationarticlemathematics-
Teachers can access the Tennessee State standards which are featured throughout this curriculum map and represent college
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
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standards and career ready learning at each respective grade level
Mathematical Teaching Practiceshttpsmathprojectsjournalfileswordpresscom201505nctm-teaching-practicespdf
NCTM ndash Mathematics Teaching Practices
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Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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Curriculum Maps
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Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Throughout this curriculum map you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom In addition to the resources embedded in the map there are some high-leverage resources around the standards and teaching practices that teachers should consistently access
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MATHEMATICS
Curriculum Maps
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MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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MATHEMATICS
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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MATHEMATICS
Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Curriculum Maps
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MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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MATHEMATICS
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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MATHEMATICS
TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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MATHEMATICS
Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Locate the TDOE Standards in the left column Analyze the language of the standards and match each standard to a learning target in the second column
Each standard is identified as the following Major Work Supporting Content or Additional Content In any single grade students and teachers should spend the majority of their time on the major work of the grade Consult your enVision Teachersrsquo Edition (TE) and other cited references to map out your week(s) of instruction Plan your weekly and daily objectives using the learning target statements to help Best practices tell us that making objectives
measureable increases student mastery
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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MATHEMATICS
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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MATHEMATICS
Include daily fluency practice Study the suggested performance assessments (tasks) and match them to your objectives Review the CLIP Connections found in the right hand column Make plans to address the Academic Vocabulary in your instruction Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard Using your enVision TE and other resources cited in the curriculum map plan your week using the SCS lesson plan template
Remember to include differentiated activities to address the needs of all students
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments The Item Sampler (MICA) can be found here httpsmicatimecom TDOE TNReady Practice Tools homepage A summary of TNReady practice tools Classroom Chronicles Using MICA to prepare for TNReady Hear how other teachers in TN are using MICA Ten Things to Know about TNReady from the TDOE
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TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TNReady Blueprints Blueprints provide a summary of what will be assessed in each grade including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task This webpage also includes the calculator policy and reference sheets for Grades 5-8
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MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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MATHEMATICS
Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Overview
Grade 4 Quarter 3
Topic 11 Adding Subtraction and Multiplying FractionsShelby County Schools 20152016
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MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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MATHEMATICS
Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Topic 12 Understanding DecimalsTopic 6 Patterns and ExpressionsEngageny Module 2 Measurement Topic 14 Perimeter and Area (to be continued in Q4)
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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Overview
Quarter 3 begins continues with students understanding of fractions Students will know use the information gained in understanding fractions from Topic 10 and begin to add subtract and multiply fractions in Topic 11 It is strongly encouraged that you utilize the supplemental Engageny lessons while still keeping pacing as scheduled listed to supplement your instruction for this unit The lessons you use to supplement will vary based on students needs In Topic 11 students apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions (4NF3a) The see through visual models that if the units are the same computation can be performed
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immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
immediately They see that when subtracting fractions from one whole the whole is decomposed into the same units as the part being subtracted Students practice adding and subtracting fractions with a like denominator and move into the addition and subtraction of mixed numbers (4NFB3c) Building on the concepts of addition and subtraction of fractions students then begin to multiply fractions Students build on the concepts of representing repeated addition as multiplication applying this familiar concept to work with fractions (4NF4a 4NF4b) With the Engageny
supplemental lessons they will use the associative property and their understanding of decomposition Just as with whole number the unit remains unchanged This understanding connects to studentsrsquo work with place value and whole numbers Students proceed to explore the use of the distributive property to multiply a whole number by a mixed number
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MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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MATHEMATICS
Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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MATHEMATICS
Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
The work then continues with student making the connection with fractions and decimals Once again the map encourages you to use the supplemental resources to help deepen students understanding of decimals Students will decompose tenths into 10 equal parts to create hundredths As students count up by hundredths they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal number (4NF5) Students use area models tape diagrams and number lines to see and model the equivalence of numbers involving units of tenths and hundredths
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MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN Ready testing part 1 will occur during this quarter Teachers are encouraged to continue to teach during the testing window when student are NOT actively engaged in math testing Time has been allotted in the curriculum maps to address time needed for testing At this time we will take a quick break from fractions and decimals to look at patterns and expressions in Topic 6 In this unit students will represent problems with a letter standing for an unknown quantity (4OAA3) They will also generate a number or shape pattern that follows a given rule Knowing how a rule can be applied to situations will be helpful as students begin to solve problems involving measurement and conversion of measurements in the next topic
As student learning continues in Quarter 3 we will use the measurement unit from Engageny from Module 2 ndash Topic A and B Module 2 focuses on
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MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
length mass and capacity in the metric system where place value serves as a natural guide for moving between larger and smaller units In Topic A students review place value concepts while building fluency with decomposing or converting from larger to smaller units (4MD1) The learn the relative sizes of measurement units building off prior knowledge of grams and kilograms from Grade 3 (3MD2) and meter and centimeters from Grade 2 (2MD) Conversions between the units are recorded in a two-column table Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as addition and subtraction algorithms Students reason by choosing to convert between mixed and single units before or after the computation (4MD2) Connecting their familiarity with both metric units and place value the module moves swiftly through each unit of conversion spending only one day on each type This initial understanding of unit conversions
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MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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MATHEMATICS
Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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MATHEMATICS
Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
allows for further application and practice such as multiplying and dividing metric units
In Topic B students continue to build off their measurement work from previous grade levels They solidify their understanding of the relationship between metric units and the place value chart and apply unit conversions to solve and reason about multi-step word problems (4MD2) Students discover and explore the relationship between place value and conversions The beauty of both the place value and measurement systems is the efficiency and precision permitted by the use of different size units to express a given quantity As students solve word problems by adding and subtracting metric units their ability to reason in parts and wholes is taken to the next level Tape diagrams and number lines serve as models
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
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MATHEMATICS
throughout the module to support the application of the standard algorithm to word problems
We wrap up Quarter 3 as students begin to understand area and perimeter through the use of formulas This topic was introduced in earlier quarters as the state indicated this may be included on the task in Part 1 of the TN Ready test At the end of Quarter 3 and the beginning of quarter 4 students will take a deeper look at the concept of area and perimeter
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Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Focus Grade Level Standards(Note Related Foundational Standards are noted in parenthesis after standard)
Operations and Algebraic Thinking
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MATHEMATICS
Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 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 (3OAD8 4NBTA3 4NBTB6)
Cluster 4OAC Generate and Analyze Patterns 4OAC5 Generate a number or shape pattern that follows a given rule Identify apparent features of the pattern that were not explicit in the rule
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MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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 (3OAD9)
Number and Operations Base Ten
CCSS Cluster (4NBTB) Use place value understanding and properties of operations to perform multi-digit arithmetic
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (3NBTA2 4NBTA1)
Number and Operations - Fractions
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
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MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
Shelby County Schools 20152016Revised 81715
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB3 Understand a fraction ab with a gt 1 as a sum of fractions 1b (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3b 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 eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18 (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB3c Add and subtract mixed numbers with like denominators eg by replacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction models and equations to represent the problem (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
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MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion by the equation 54 = 5 times (14) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b) (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
4NFB4c Solve word problems involving multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
many pounds of roast beef will be needed Between what two whole numbers does your answer lie (3NFA1 3NFA2 4NGA1 1OAB3 1OAB4 1OAD8 2OAA1)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 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 310 as 30100 and add 310 + 4100 = 34100 (4NFA1) 4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example rewrite 062 as 62100 describe a length as 062 meters
locate 062 on a number line diagram (Introductory concept)
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MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4NFC7 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 gt = or lt and justify the conclusions eg by using a visual model (4NFA2 4NFC6)
Measurement and Data
CCSS Cluster (4MDA) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
4MDA1 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) hellip(3MDA2 3OAC7)
4MDA2 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
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MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
smaller unit Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale (4NDA1 4NFC5 4NFC6)
4MDA3 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 (3MDD8 3OAA4)
Foundational StandardsShelby County Schools 20152016
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MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAB Understand and apply properties of operations and the relationship between addition and subtraction 1OAB3 Apply properties of operations as strategies to add and subtract2 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known
(Commutative property of addition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)
10AB4 Understand subtraction as an unknown-addend problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 1OAD work with addition and subtraction 10AD8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the
unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 =hellip
Cluster 2OAA Represent and solve problems involving addition and subtraction
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MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
2OAA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem
Cluster 3OAA Represent and solve problems involving multiplication and division 3OAA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers
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MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 3OAC Multiply and divide within 100 3OAC7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (eg knowing
that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers (3OAA1 3OAA2)
Cluster 3NBTA Use place value understanding and properties of operations to perform multi-digit arithmetic
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MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3NBTA2 Fluently add and subtract within 1000 using strategies and algorithms based on place value properties of operations andor the relationship between addition and subtraction
Cluster 3NFA Develop the understanding of fractions as numbers 3NFA1 Understand a fraction 1b as the quantity formed by 1 part when a whole is portioned into b equal parts understand a fraction abas the
quantity formed by a parts of size 1b 3NFA2 Represent a fraction 1b on a number line diagram
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MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3NFA2a Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has a size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (3NFA1)
3NFA2b Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line
Cluster 3MDA Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of objects
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MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDA2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l)1 Add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units eg by using drawings (such as a beaker with a measurement scale) to represent the problem
Cluster 3MDD Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
3MDD8 ndash Solve real world mathematical problems involving perimeters of polygons including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters
CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers 4NBTA1 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
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Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Cluster 4NFA Extend understanding of fraction equivalence and ordering 4NFA1 Explain why a fraction ab is equivalent to a fraction (n times a)(n times 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 (3NFA1 3NFA2 3NFA3)
4NFA2 Compare two fractions with different numerators and different denominators eg by creating common denominators or numerators or by comparing to a benchmark fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole
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MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Record the results of comparisons with symbols gt = or lt and justify the conclusions eg by using a visual fraction model (3NFA1 3NFA2 3NFA3)
Fluency Practice
NCTM Position
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MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Procedural fluency is a critical component of mathematical proficiency Procedural fluency is the ability to apply procedures accurately efficiently and flexibly to transfer procedures to different problems and contexts to build or modify procedures from other procedures and to recognize when one strategy or procedure is more appropriate to apply than another To develop procedural fluency students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures Students need opportunities to justify both informal strategies and commonly used procedures mathematically to support and justify their choices of appropriate procedures and to strengthen their understanding and skill through distributed practice
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MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways Therefore it is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency
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MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
Shelby County Schools 20152016Revised 81715
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Standards for Mathematical Practice
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MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course K-12 The Standards for Mathematical Practice describe the varieties of expertise habits of minds and productive dispositions that educators seek to develop in all students
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others
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MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
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MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Resources
httpswwwengagenyorgresourcegrade-2-mathematics httpswwwpearsonsuccessnetcomsnpappiTextgetTeacherHomepagedonewServiceId=6000ampnewPageId=10100
httpwwwnctmorgStandards-and-PositionsPosition-StatementsProcedural-Fluency-in-Mathematics
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MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Topic 11 Adding amp Subtracting Fractions amp Multiplying Fractions(Allow 3 weeks for instruction review and assessment)
CCSS Cluster (4NFB) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Enduring Understandings1 To add or subtract fractions with like
denominators add or subtract the numerators and write the sum or
Adding and Subtracting Fractions11-1A Decomposing and Composing Fractions11-1 Adding and Subtracting Fractions with Like Denominator
Academic Vocabularydecomposing multiple numerator denominator common denominator
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
Revised 8171562 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB3 Understand a fraction ab with a
gt 1 as a sum of fractions 1b 4NFB3a Understand addition and
subtraction of fractions as joining and separating parts referring to the same whole
4NFB3b Decompose a fraction into a sum of fractions with the same denominator
difference over the common denominator2 Information in a problem can often be
shown using a diagram and can be used to solve the problem Writing and completing a number sentence or equation can solve some problems
Essential Questions
11-5A Modeling Addition and Subtraction of Mixed Numbers11-5B Adding Mixed Numbers11-5C Subtracting Mixed Numbers
Use the following supplemental lessons as needed to meet individual student and class needs keeping pacing as scheduled
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
Revised 8171562 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsin more than one way recording each decomposition by an equation Justify decompositions eg by using a visual fraction model Examples 38 = 18 + 18 + 18 38 = 18 + 28 2 18 = 1 + 1 + 18 = 88 + 88 + 18
4NFB3c Add and subtract mixed numbers with like denominators eg by
1 How can you add and subtract fractions with like denominators2 What operation is needed to solve a problem with fractions
Learning Targets I can decompose fractions and represent
them as compositions of fractions in a
Engageny Module 5 ndash Topic DLesson 16Lesson 17Lesson 18 Lesson 19Lesson 20
Multiplying Fractions
Teaching Tool 1 (See TE p 248F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
Revised 8171562 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsreplacing each mixed number with an equivalent fraction andor by using properties of operations and the relationship between addition and subtraction
4NFB3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators eg by using visual fraction
variety of ways (Lesson 11-1A) (4NFB3b NFB3d)
I can use visual models to add and subtract fractions within the same whole(Lesson 11-1) (4NFB3 4NF3a)
I can use visual models to add and subtract mixed numbers (Lesson 11-5A)(4NFB3c 4NFB3b)
11-5D ndash Fractions as Multiples of Unit fractions Using Models11-5E Multiplying a Fraction by a Whole Number Using Models11-5F - Multiplying a Fraction by a Whole Number
Use the following supplemental lessons as
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsFull House An Invitation to Fractions by Dayle Ann Dodds
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
Revised 8171562 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmodels and equations to represent the problem
4NFB4a Understand a fraction ab as a multiple of 1b For example use a visual fraction model to represent 54 as the product 5 times (14) recording the conclusion
I can add and use computational procedures to add mixed numbers (Lesson11-5B) (4NFB3c)
I can add and use computational procedures to subtract mixed numbers (Lesson11-5C) (4NFB3c)
I can use unit fractions and multiplication to describe fractions that are multiples of
needed to meet individual student and class needs keeping pacing as scheduledEngageny Module 5 ndash Topic GLesson 35Lesson 36Lesson 37Lesson 38Lesson 39
Picture Pie by Ed Emberley
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
Revised 8171562 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsby the equation 54 = 5 times (14)
4NFB4b Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a fraction by a whole number For example use a visual fraction model to express 3 times (25) as 6 times (15) recognizing this product as 65 (In general n times (ab) = (n times a)b)
the unit fractions (Lesson 11-5D)(4NFB4a)
I can multiply a fraction by a whole number using models (Lesson 11-5E) (4NFB4b 4FNB4a)
I can multiply a whole number and a fraction to solve problems (Lesson 11-5F)(4NFB4c 4NFB4a 4NFB4b)
Lesson 40
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready LessonsShelby County Schools 20152016
Revised 8171562 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NFB4c Solve word problems involving
multiplication of a fraction by a whole number eg by using visual fraction models and equations to represent the problem For example if each person at a party will eat 38 of a pound of roast beef and there will be 5 people at the party how many pounds of roast beef will be needed
Understand Adding and Subtracting Fractions
Add and Subtract Fractions Add and Subtract Fractions in Word
Problems Understand Fraction Multiplication Multiplying a Whole Number and a
Fraction
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsBetween what two whole numbers does your answer lie Suggested Tasks
Comparing Sums of Unit FractionsCynthias Perfect PunchPeaches
Task BankTNCore 4th Grade Tasks
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsCelebrateChocolate ChipsSalty PretzelIce CreamTreat BagCloser to 112 Cookies
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 5)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections 4NBTB4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm
paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through
Shelby County Schools 20152016Revised 81715
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsGames)
Topic 12 Understanding Decimals(Allow 2 weeks for instruction review and assessment)
CCSS Cluster (4NFC) Understand decimal notation for fractions and compare decimal fractions 4NFC5 Express a fraction with
Enduring Understandings1 Decimal numeration is just an extension
of a whole number2 Place value can be used to compare and
Understanding Decimals12-1 Decimal Place Value12-2 Comparing and Ordering Decimals12-3 Fractions and Decimals
Vocabularytenths hundredths comparisonscompare decimal decimal point
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdenominator 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 310 as 30100 and add 310 + 4100 = 34100
4NFC6 Use decimal notation for fractions with denominators 10 or 100 For example
order numbers3 A decimal is another name for a fraction4 Each fraction mixed number and
decimal can be associated with a unique point on the number line
5 Information in a problem can be shown using a picture or diagram to understand
12-4 Fractions and Decimals on the Number Line
12-5 Mixed NumbersDecimals on the Number Line
12-5A Equivalent Fractions and Decimals
Use the following supplemental lessons as
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)Reading Comprehension amp Problem
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
Shelby County Schools 20152016Revised 81715
78 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsrewrite 062 as 62100 describe a length as 062 meters locate 062 on a number line diagram
4NFC7 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
and solve the problem
Essential Questions1 What is a decimal and how would you
use it2 Why would you need to compare
decimals3 What are some ways to represent
needed keeping pacing as scheduledEngageny Module 6 ndash Topic B ndash Tenths and HundrethsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8
SolvingTeaching Tool 1 (See TE p 266F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
Shelby County Schools 20152016Revised 81715
75 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
Shelby County Schools 20152016Revised 81715
77 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
Shelby County Schools 20152016Revised 81715
78 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
Shelby County Schools 20152016Revised 81715
79 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
80 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
81 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
82 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionswith the symbols gt = or lt and justify the conclusions eg by using a visual model
decimals4 How do you compare decimals5 How can you write a fraction as a
decimal6 How can you locate points for decimals
on a number line7 How can you locate mixed numbers and
decimals on the number line
Topic C Decimal ComparisonLesson 9Lesson 10Lesson 11
Topic D Addition with Tenths and Hundredths
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections8 Why might you want to draw a picture to
solve a problem
Learning Targets I can use models and place-value charts
to represent decimals to hundredths (Lesson 12-1)(4NFC5)
I can rewrite a fraction with a denominator
Lesson 12Lesson 13Lesson 14
Topic E Money Amounts as Decimal NumbersLesson 15Lesson 16
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections10 as an equivalent fraction with denominator 100 (Lesson 12-2) (4NFC5)
I can use place value charts to compare decimals to the hundredths place and record the comparison using symbols lt gt or = (Lesson 12-2) (4NFC5 4NFC7)
enVisions lessons with a letter following the lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Fractions as Tenths and Hundredths
Shelby County Schools 20152016Revised 81715
73 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
Shelby County Schools 20152016Revised 81715
74 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
Shelby County Schools 20152016Revised 81715
75 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
Shelby County Schools 20152016Revised 81715
77 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can explain the relationship between a
fraction and the decimal representation Lesson 12-3)(4NFC6)
I can show the placement of a decimal on a number line (Lesson 12-4) (4NFC6)
I can graph decimals and mixed numbers on the number line (Lesson 12-5) ) 4NFC6)
Renaming Fractions as Decimals Comparing and Ordering Decimal
Numbers Compare and Order Decimal
Numbers with Number LinesTask BankKarenrsquos Garden
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
Shelby County Schools 20152016Revised 81715
78 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
Shelby County Schools 20152016Revised 81715
79 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
80 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
81 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
82 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can understand how to sue equivalent
fractions to write fractions as decimals (Lesson 12-5A) (4NF6 4NF5)
Filling the JarChildrenrsquos ShirtsMaking Punch
Cluster 4NBTB Use place value understanding and properties of
Daily Fluency Practice Fluency Resourceshttpwwwcabocesorgissresources
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsoperations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency lessons are part of all Engageny
Lessons The resources provided to the right
school-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 6)
httpbiloxischoolsschoolwiresnetPage5284
httpmaccssncdpiwikispacesnetShelby County Schools 20152016
Revised 8171576 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
Shelby County Schools 20152016Revised 81715
77 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
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MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
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MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
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MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionscan be used to supplement the fluency to meet the individual needs of your students
4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
TN Ready TestingPart 1
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
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- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Allow 1 week for assessment)
Note Please continue to teach topics as shown in curriculum maps until scheduled testing datesTopic 6 Patterns amp Expressions
(Allow 1 week for instruction review and assessment)Cluster 4OAA Use the four operations with whole numbers to solve problems 4OAA3 Solve multistep word problems
Enduring Understandings1 Mathematical phrases can be
represented by using a variable in an
Patterns and Expressions6-1 Variables and Expressions6-2 Addition and Subtraction Expressions
Vocabularyvariable algebraic expression
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
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Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsposed 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
algebraic expression The value of an algebraic expression can be found by replacing the variable with a given number amp doing the calculation
2 Patterns can sometimes be used to identify a relationship between two quantities
3 The value of one quantity can be found if
6-3 Multiplication amp Division Expressions
Coordinating i-Ready Lessons Money Problems Addition
Subtraction Multiplication Applying a Function Rule to
Complete a Table Using a Function Table
Explain Your ThinkingDo you Understand ndash (See Guided Practice)Writing to Explain (See Problem Solving Section of each lesson)
Reading Comprehension amp ProblemSolving
Shelby County Schools 20152016Revised 81715
79 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
80 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
81 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
82 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstrategies including rounding
Cluster 4OAC Generate and Analyze Patterns
4OAC5 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
you know the value of the other quantity
Essential Questions1 How can you use expressions with
variables2 How can you find a rule and write a
subtraction and addition expression3 How can you find a rule and write a
Number and Shape Patterns
Task Bankhttpwwwinsidemathematicsorgassetscommon-core-math-taskspiles20of20orangespdf
Piles of Oranges
Teaching Tool 1 (See TE p 126F)
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Shelby County Schools 20152016Revised 81715
80 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
81 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
82 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
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
multiplication and division expression
Learning Targets I can use a letter or symbol to replace an
unknown number in an expression I can work with variables in a table (Lesson 6-1) (4NBTOAA3 4NBTOAC5)
I can write a simple mathematical
httpswwwillustrativemathematicsorgcontent-standards4OAA3tasks1289
Carnival Tickets
Supplemental Engage NY Activitieshttpswwwengagenyorgresourcegrade-4-mathematics-module-1
Literature ConnectionsWorldScapes Readers All Tied Up
Additional Literature ConnectionsTwo of Everything Lily Toy Hong
Shelby County Schools 20152016Revised 81715
81 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
82 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsexpression using numbers and letters or symbols from word statements (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
I can find patterns in word statements of expressions (Lesson 6-2 6-3) (4NBTOAA3 4NBTOAC5)
Addition and Subtraction Word Problems(See Topic F Lessons 17-19 zip file)
Shelby County Schools 20152016Revised 81715
82 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 1)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 8171583 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
84 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Measurement Engageny Module 2Topic A and B
(Allow 2 weeks for instruction review and assessment)CCSS Cluster (4MDA) Solve problems involving measurement and conversion of
Enduring Understandings1 Length and capacity can be estimated Please use the following Engage NY
Vocabularyinch foot yard mile capacity weight ounce
Shelby County Schools 20152016Revised 81715
85 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsmeasurements from a larger unit to a smaller unit 4MDA1 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
and measured in different systems customary metric using different units in each system that is related to each other
2 The weight of an object is a measure of how heavy an object is
3 Mass is a measure of the quantity of matter in an object
4 Relationships between customary and
Lessons from Module 2
Topic A Metric Unit ConversionsLesson 1Lesson 2Lesson 3Topic B Application of Metric ConversionsLesson 4
pound ton millimeter centimeter decimeter meter kilometer milliliter liter mass gram kilogram convert measure
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their
Shelby County Schools 20152016Revised 81715
86 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsRecord 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) hellip
4MDA2 Use the four operations to solve
metric units can be expressed as a ratio You can convert units of the same attribute
5 Time can be expressed using different units that are related to each other
6 The duration of an event can be measured if one knows the start and end times for the event
Lesson 5End of Module Assessment
enVision Lesson Topic 1616-12A Solving Measurement Problems
enVisions lessons with a letter following the
peers and in a written format where applicable
Literature ConnectionsWorldScapes Readers Itrsquos a Big Country
Additional Literature ConnectionsRoom for Ripley Stuart J MurphyPollyrsquos Pen Pan Stuart J Murphy
Shelby County Schools 20152016Revised 81715
87 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsword 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
Essential Questions1 How do you estimate and measure
length2 How do you measure weight3 How do you change customary units4 How do you estimate and measure
length using metric units
lesson number can be found inenVision Math Transitioning to Common Core Resource
Coordinating i-Ready Lessons Express Measurement in Larger
Units Money Problems Addition
Shelby County Schools 20152016Revised 81715
88 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsdiagrams such as number line diagrams that feature a measurement scale
4NBTB4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
5 In which scenarios would you use mass versus weight
6 How do you compare units of time7 How can you find elapsed time
Learning Targets I can express metric length measurments
in terms of a smaller unit model and solve
Subtraction Multiplication Elapsed Time to the Minute Solve Word Problems Involving
Measurement Making Change
Shelby County Schools 20152016Revised 81715
89 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsaddition and subtraction word problems involving metric length (Topic A Lesson 1) (4MD1 4MD2)
I can express metric mass measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric mass (Topic A Lesson 2) (4MD1 4MD2)
Task Bankhttpswwwillustrativemathematicsorgcontent-standards4MDA1tasks1508Who is the Tallest
http3-5cctaskncdpiwikispacesnet4MD1-4MD3
Shelby County Schools 20152016Revised 81715
90 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections I can express metric capacity
measurements in terms of a smaller unit model and solve addition and subtraction word problems involving metric capacity (Topic A Lesson 3) (4MD1 4MD2)
I can know and relate metric units to place value units in order to express measurements in different units (Topic B
Shelby County Schools 20152016Revised 81715
91 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP ConnectionsLesson 4) (4MD1 4MD2)
I can use addition and subtraction to solve multi-step word problems involving length mass and capacity (Topic B Lesson 5) (4MD1 4MD2)
I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems
Shelby County Schools 20152016Revised 81715
92 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections(Lesson 16-12A) (4MD2)
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 2)httpbiloxischoolsschoolwiresnetPage5284
Shelby County Schools 20152016Revised 81715
93 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Topic 14 Area amp Perimeter(Allow 1 week for instruction review and assessment to be continued in Q4)
Shelby County Schools 20152016Revised 81715
94 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4MDA Solve problems involving measurement and conversion of measurements 4MDA3 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
Enduring Understandings1 The amount of space inside a shape is its
area and area can be estimated or found using square units
2 The distance around a figure is its perimeter Formulas exist for finding the perimeter
Area and Perimeter14-1 Understanding Area14-2 Area of Squares and Rectangles (Review)14-6 Perimeter (Review)14-7A Solving Perimeter and Area Problems
Academic Vocabularyarea perimeter
Explain Your ThinkingDo You Understand ndash (see Guided Practice)Writing to Explain ndash (Problem Solving section
Shelby County Schools 20152016Revised 81715
95 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor
3 Some problems can be solved by breaking apart or changing the problem into simpler ones solving simpler ones and using these solutions to solve the original problem Recording information in a table can help students understand and solve some problems
Coordinating i-Ready Lessons Understanding Area and Surface
Area Understanding Perimeter
Suggested Tasks
of each lesson)
Reading Comprehension amp Problem SolvingTeaching Tool 1
Shelby County Schools 20152016Revised 81715
96 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
4 Some problems can be solved by identifying elements that repeat in a predictable way
Essential Questions1 How do you estimate the area of objects
and figures
Karls Gardenhttp3-5cctaskncdpiwikispacesnet4MD1-4MD3
Note Area and Perimeter will continue in Quarter 4 with Engageny lessons
Tasks The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable
Literature Connections
Shelby County Schools 20152016Revised 81715
97 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
2 How do you find the distance around an object
3 How can you solve a simpler problem and make a table
4 How can a pattern help you solve a problem
WorldScape Readers ldquoBuilding Blocksrdquo
Additional Literature ConnectionsldquoPerimeter Area and Volume ndash A Monster Book of Dimensionsrdquo by David Adler
Shelby County Schools 20152016Revised 81715
98 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Learning Targets I can measure the area of a figure by
counting the number of square units that cover a region (Lesson 14-1) (4MDA3)
I can find the area of a rectangle by using the formula for area (Lesson 14-2)
Shelby County Schools 20152016Revised 81715
99 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
(4MDA3) I can find the perimeter of a polygon by
using the formula (Lesson 14-6) (4MDA3)
I can use the formulas for area and perimeter to solve real world problems (Lesson 14-7A) (4MDA3)
Shelby County Schools 20152016Revised 81715
100 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Cluster 4NBTB Use place value understanding and properties of operations to perform multi-digit arithmetic
4NBTB4 Fluently add and subtract multi-digit whole numbers using the
Daily Fluency Practice
It is recommended that students participate in fluency practice daily It should be high-paced and energetic celebrating improvement and focusing on recognizing patterns and connections within the material
Fluency Resourceshttpwwwcabocesorgissresourcesschool-library-systemcommon-core-workbooks(See Grade 4 - Sprints ndash Grade 4 ndash Module 3)
httpbiloxischoolsschoolwiresnetShelby County Schools 20152016
Revised 81715101 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connectionsstandard algorithm
The resources provided to the right can be used as a supplement to meet the individual needs of your students
Page5284
httpmaccssncdpiwikispacesnet4th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)
Shelby County Schools 20152016Revised 81715
102 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
TN State Standards Essential Understandings Content amp Tasks CLIP Connections
Shelby County Schools 20152016Revised 81715
103 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
RESOURCE TOOLBOX
Textbook ResourcesenVision Math enVision Common Core Addendum Lessons
CCSSPARCCTNCoreCCSS Toolbox
Additional SitesSCS All Things Mathematics (Weebly)Achieve the Core
Shelby County Schools 20152016Revised 81715
104 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
PARCCCore StandardsInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math
K-5 Teaching ResourcesSheppard SoftwareBBC BitesizeSingapore MathMath-Play-Com
Shelby County Schools 20152016Revised 81715
105 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
CalculatorTI-15
Interactive ManipulativesIlluminationsThinking Blocks Computer and iPad basedPARCC Games
VideosLearnZillionDiscovery Education
Childrenrsquos Literature NCTM Common Core VideoshttpwwwnctmorgStandards-and-PositionsCommon-Core-State-StandardsTeaching-and-Learning-Mathematics-with-the-
Achieve the Core Mini-Assessmentshttpachievethecoreorgpage858annotated-mini-assessments
Shelby County Schools 20152016Revised 81715
106 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Multiplying Menace The Revenge of Rumplestiltskin by Pam CalvertA Remainder of One by Elinor PinczesSafari Park by Stuart J Murphy (Finding Unknowns)
Common-CoreTNCore Videos for the TN State Standardshttptnpbslearningmediaorgcollectionprofessional-learning-common-coretopic_id=1078Achieve the Corehttpachievethecoreorg
Achieve the Core Aligned Instructional Materialshttpachievethecoreorgalignedutm_source=Aligned20Launch20expanded20partners_claires_emailamputm_medium=emailamputm_campaign=Aligned
Shelby County Schools 20152016Revised 81715
107 of 108
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-
Subject to revision Major Content Supporting Content Additional Content
MATHEMATICS
Shelby County Schools 20152016Revised 81715
108 of 108
- CCSS Cluster (4NBTA) Generalize place value understanding for multi-digit whole numbers
-