4th Grade Math CurriculumDate Math Lesson Concept KCAS Flashba

cks8-4-11 1.1 Student Ref. Book 1.1 Introduce the Student Reference Book

I can: 8-8-12, 2011

1.2 Points, Line Segments, Lines, and Rays1.3 Angles, Triangles, and Quadrangles1.4 Parallelograms1.5 Polygons

1.2 Introduce tools for geometry; and to review points, line segments, lines, and rays.1.3 Construct angles, triangles, and quadrangles, and to classify quadrangles.1.4 Classify quadrangles based on their properties. 1.5 Identify properties of polygons and distinguish between convex and nonconvex (concave) polygons; and to explore geometric definitions and classification.

4.G.14.G.2

4.MD.5.A,B

1-4

I can: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in

two-dimensional figures. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and

understand concepts of angle measurement. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by

considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

An angle that turns through n one-degree angles is said to have an angle measure of n degrees.8-15-19,

2011Aug. 12-½

day

1.6 Drawing Circles with a Compass1.7 Circle Constructions1.8 Hexagon and Triangle Constructions1.9 Review and Assess

1.6 Explore regular polygons; and practice using a compass. 1.7 Define a circle; and to explore designs with circles. 1.8 Construct figures with a compass and a straightedge. 1.9 Review and Assess

4.MD.5 5-8

I can…. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

Identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in two-dimensional figures.

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

An angle that turns through n one-degree angles is said to have an angle measure of n degrees.8-22-26,

20112.1 A Visit to Washington, D.C. 2.2 Many Names for Numbers 2.3 Place Value in Whole Numbers2.4 Place Value with a Calculator2.5 Organizing and Displaying Data

2.1 Review and find examples of the various ways in which numbers are used; and to introduce the World Tour Project. 2.2 To find equivalent names for numbers. 2.3 Name values of digits in numbers up to hundred-millions; and to read and write numbers up to hundred-millions. 2.4 Practice place-value skills through a calculator routine; and to read and write large numbers. 2.5 Organize and display data with a tally chart; and to determine the maximum, minimum, range, and mode of a set of data.

4.NBT.14.NBT.2

9-12

I can… 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. e.g. 700 / 70 = 10. Read and write multi-digit whole numbers using base-ten numerals, number names, and

expanded form.

Compare two multi-digit numbers based on meanings of the digits in each place, using , , or =. symbols.

Aug. 29 -Sept. 2,

2011

2.6 The Median2.7Addition of Multidigit #’s2.8 Displaying Data with a Bar Graph

2.6 Review how to display a set of data with a line plot; and review how to find the median of a set of data. 2.7 Review the partial-sums method for addition; and introduce a column-addition method similar to the traditional addition algorithm. 2.8 Measure length to the nearest ½ cm; and to make and use bar graphs for a set of data.

4.NBT.4 13-16

I can… Add or subtract multi-digit whole numbers using the standard algorithm.Sept. 6-9,

20112.9 Subtraction of Multidigit #s2.10 Review and Assess3.1 Multiplication Facts3.2 Multiplication Facts Practice

2.9 Review the trade-first and counting-up methods for subtraction; introduce the partial-differences method for subtraction.2.10 Review and Assess3.1 Review strategies for multiplication facts; and to work toward instant recall of the multiplication facts. 3.2 Establish a 50-facts test routine; and to practice multiplication facts.

4.NBT.4 17-20

I can… Add or subtract multi-digit whole numbers using the standard algorithm.Sept. 12-16, 2011

3.3 More Multiplication Facts Practice

3.3 To give a 50-facts test and record results; and to practice multiplication facts.

21-24

Sept. 19-23, 2011

3.4 Multiplication, Division, and Fractions3.5 World Tour: Flying to Africa3.6 Finding Air Distances3.7 A Guide for Solving Number Stories

3.4 Explore the relationship between multiplication and division and between division and fractions; and to practice division facts. 3.5 Continue World Tour Project3.6 To find air distances.3.7 Introduce a simplified approach to solving number stories; and to solve # stories.

4.MD.2 25-28

I can… Use addition, subtraction, multiplication, and division to solve word problems involving distance,

intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Sept. 26-30, 2011

Fall Break Fall Break Fall Break

Fall Break

Oct. 10-14, 2011

3.8 True or False # Sentences3.9 Parentheses in # Sentences3.10 Open Sentences3.11 Logic Problems3.12 Review and Assess

3.8 Review the meanings of # sentences; and to determine whether # sentences are true or false. 3.9 Review the use of parentheses in # sentences.3.10 Introduce vocabulary and notation for open sentences; and to solve open sentences. 3.11 To develop reasoning skills. 3.12 Review and Assess

4.NBT.2 29-32

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

Compare two multi-digit numbers based on meanings of the digits in each place, using , , or =.Oct. 17-21,

20114.1 Decimals: Review of Basic Concepts4.2 Comparing and Ordering Decimals4.3 Estimating with Decimals4.4 Decimal Addition and Subtraction

4.1 Review basic concepts and notation for decimals through hundredths.4.2 Compare and order decimals in tenths and hundredths. 4.3 To learn why decimals are useful; and to estimate sums and differences of decimals. 4.4 To extend methods for whole-#

4.NF.54.NF.7

33-36

addition and subtraction to decimals. I can…

Express a fraction with a denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. e.g., 3/10 = 30/100 and add 3/10 + 4/100 = 34/100 because 3/10 = 30/100.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, <, or =, and justify the conclusions, e.g, by using a visual model.

Oct. 24-28, 2011

Oct. 26-1/2 day

4.5 Decimals in Money4.6Thousandths 4.7 Metric Units of Length4.8 Personal References for Metric Length

4.5 To compute balances in savings account. 4.6 To extend basic concepts and notation for decimals to thousandths. 4.7 To review the relationships among metric units of length; and to work with metric measurements. 4.8 To establish personal references for metric units of length.

4.NF.6 37-40

Use decimal notation for fractions with denominators 10 or 100. e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters, locate 0.62 on a number line diagram.

Oct. 31-Nov. 4, 2011

4.9 Measuring in Millimeters4.10 Decimal Place Value4.11 Review and Assess

4.9 Measure lengths to the nearest millimeter; and to convert measurements between mm and cm. 4.10 To summarize the concepts presented in this unit by extending the base-ten place-value system to decimals. 4.11 Review and Assess

4.MD.1 41-44

I can… 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. e.g., 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),….

Nov. 7-11, 2011

*Nov. 8th No School

5.1 Extended Multiplication Facts5.2 Multiplication Wrestling5.3 Estimating Sums5.4 Estimating Products

5.1 Extend basic multiplication facts to products of ones and tens and products of tens and tens. 5.2 Practice the extended multiplication facts; and to introduce the basic principles of multiplication with multidigit numbers.5.3 Examine situations in which it is appropriate to make an estimate; and to estimate sums. 5.4 Estimate whether a product is in the tens, hundreds, thousands, or more.

4.NBT.3 45-48

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

Nov. 14-18, 2011

5.5 The Partial-Products Algorithm for Multiplication (Part 1)5.6 The Partial-Products Algorithm for Multiplication (Part 2)5.7 Lattice Multiplication5.8 Big Numbers

5.5 To learn and practice the partial-products algorithm for 1-digit multipliers.5.6 To learn and practice the partial-products algorithm for 2-digit multipliers.5.7 To learn and practice the lattice method for multiplication. 5.8 To read, write, and compare large numbers using patterns in the base-ten place-value system.

4.NBT.5 DB 4th 23,24,25,26

I can… Multiply a 4 digit whole number by a 1 digit whole number. Multiply 2 2 digit whole numbers. Illustrate and explain my calculations by using equations, rectangular arrays, and/or area models.

Nov. 21-25, 2011

*Nov. 23-25, No School

Thanksgiving Math To review math skills 4.NBT.4

I can… Add or subtract multi-digit whole numbers using the standard algorithm.Nov. 28- 5.9 Powers of 10 5.9 Introduce exponential notation for 4.NBT.3 49-52

Dec. 2, 2011

5.10 Rounding and Reporting Large Numbers5.11 World Tour: Traveling to Europe5.12 Review and Assess

powers of 10 as a way of naming the values of places in our base-ten system. 5.10 To discuss sensible ways of reporting a count when a large number of items has been counted.5.11 To look up and compare numerical data, including geographical measurements.5.12 Review and Assess

I can… Use place value understanding to round multi-digit whole numbers to any place.Dec. 5-9,

20116.1 A Multiple Strategy for Division6.2 The Partial-Quotients Division Algorithm6.3 Multiplication and Division # Stories6.4 Expressing and Interpreting Remainders

6.1 To solve equal-grouping division stories by using a multiples-of-10 strategy.6.2 To introduce and practice a “low stress” division algorithm. 6.3 To solve multiplication and division number stories, using diagrams to organize information. 6.4 To express remainders in division as fractions or decimals, and answers as mixed numbers or decimals; and to interpret remainders in problem contexts.

4.NBT.6 53-56

I can… Find whole-number quotients and remainders with up to four-digit dividends and one-digit

divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Dec. 12-16, 2011

Christmas Play Christmas Play 57-60

Dec. 17-Jan. 1, 2012

Christmas Break Christmas Break Christmas

Break

Christmas Break

Jan. 2-6, 2012

6.5 Rectangular Coordinate Grids for Maps6.6 Rotations and Angles6.7 Using a Circular Protractor

6.5 To use letter-number pairs and ordered pairs of numbers to locate points on a rectangular grid; and to use a map scale.6.6 To review rotations; and to make and use a circular protractor. 6.7 To use a circular protractor to measure and draw angles less than 360º.

4.MD.6 61-64

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

Jan. 9-13, 2012

6.8 The Half-Circle Protractor6.9 The Global Grid System6.10 Latitude and Longitude6.11 Review and Assess

6.8 To classify angles as acute, right, obtuse, straight, and reflex; and to use a half-circle protractor to measure angles. 6.9 To introduce the partitioning of the globe using circles of latitude and semicircles of longitude; and to use a half-circle protractor to draw angles. 6.10 To find the latitude and longitude of given places using a globe and a map; and to identify places for which the latitude and longitude are given. 6.11 Review and Assess

4.MD.6 65-68

I can…Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.Jan. 16-20,

2012*Jan. 16th

No School

7.1 Review of Basic Fraction Concepts7.2 Fractions of Sets7.3 Pattern-Block Fractions7.4 Fraction Addition and Subtraction

7.1 To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. 7.2 To find fractional parts of sets. 7.3 To find fractional parts of polygonal regions.7.4 To use pattern blocks to help add and subtract fractions.

4.NF.1 69-72

I can…Explain why a fraction a/b is equivalent to a fraction (n • a)/(n • b) by using visual fraction models, with attention to how the number

and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate

equivalent fractions. Jan. 23-27,

20127.4 Fraction Addition and Subtraction7.5Clock Fractions

7.4 To use pattern blocks to help add and subtract fractions.7.5 To model fractions on a clock face; and to use a clock face to help add and subtract fractions.

4.NF.3.a,b,c,d

73-76

I can….Understand a fraction a/b with a>1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, e.g. by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Jan. 30 -Feb. 3, 2011

7.6 Many Names for Fractions7.7 Equivalent Fractions7.8 Fractions and Decimals7.9 Comparing Fractions

7.6 To identify equivalent fractions.7.7 To develop and use a rule for generating equivalent fractions.7.8 To rename fractions as decimals and decimals as fractions; and to explore the relationship between fractions and division.7.9 To order sets of fractions.

4.NF.14.NF.2

77-80

I can… Explain why a fraction a/b is equivalent to a fraction (n • a)/(n • b) by using visual fraction models, with attention to how

the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to

recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or

numerators, or by comparing to a benchmark fraction such as •••. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols <, >, =, and justify the conclusion, e.g. by using a visual fraction model.

Feb. 6-10, 2012

7.10 The ONE for Fractions7.11 Probability, Fractions, and Spinners7.13 Review and Assess

7.10 To find the whole, or ONE, for given fractions.7.11 To review basic ideas of probability, including fairness and expected results; and to apply knowledge of fractions to spinners. 7.13 Review and Assess

4.NF.3 81-84

I can…Understand a fraction a/b with a>1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Feb. 13-17, 2012

7.12 Cube-Drop Experiment8.1 Kitchen Layouts and Perimeter8.2 Scale Drawings8.3 Area8.4 What is the Area of My Skin?

7.12 To compare predicted and actual results from an experiment with random outcomes.8.1 To measure and add distances in feet and inches; to find the medians and other landmarks of sets of measurements; and to find the perimeters of triangles. 8.2 To measure distances to the nearest foot; and to use measurements and a given scale to create a scale drawing on a grid.8.3 To review basic area concepts; to estimate the area of a polygon by counting unit squares; and to use a scale drawing to find area. 8.4 To estimate the area of a surface having a curved boundary; and to convert measurements from one unit to another.

4.MD.3 85-88

I can…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.Feb. 20-24,

2012Feb. 20th No

School

8.5 Formula for the Area of a Rectangle8.6 Formula for the Area of a Parallelogram8.7 Formula for the Area of a Triangle

8.5 To develop and use a formula for the area of a rectangle. 8.6 To review the properties of parallelograms; and to develop and use a formula for the area of a parallelogram.8.7 To develop and use a formula for the area of a triangle.

4.MD.3 89-92

I can…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.

Feb. 27 -March 2,

2012

8.8 Geographical Area Measurements8.9 Review and Assess

8.8 To examine how geographical areas are measured; and to use division to compare two quantities with like units. 8.9 Review and Assess

4.MD.3 93-96

I can…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.March 5-9,

20127th ½ day

G-Made G-Made G-Made

March 12-16, 2012

9.1 Fractions, Decimals, and Percents9.3 Using a Calculator to Convert Fractions to Decimals9.4 Using a Calculator to Convert Fractions to Percents

9.1 To use percents to describe real-life situations; and to practice naming equivalencies among fractions, decimals, and percents. 9.2 To rename “easy” fractions (fourths, fifths, and tenths) as decimals and percents; and to solve percent problems by using equivalent fractions.9.3 To rename any fraction as a decimal by using a calculator; and to memorize fractions/percent equivalencies for “easy” fractions (fourths, fifths, and tenths).9.4 To rename fractions as percents using a calculator; and to solve number stories involving discounts expressed as percents.

4.NF.1 97-100

I can…Explain why a fraction a/b is equivalent to a fraction (n • a)/(n • b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.March 19-23, 2012

9.5 Conversions among Fractions, Decimals, and Percents9.6 Comparing the Results of a Survey9.7 Comparing Population Data

9.5 To look up and record numerical data; to rename fractions as percents using a calculator; and to rename decimals as percents. 9.6 To organize and tabulate survey data; and to use percents to compare quantities expressed as fractions with unlike denominators. 9.7 To rank and compare data that are reported as percents; and to display ranked data by coloring maps.

4.NF.7 101-104

I can… Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, <, or =, and justify the conclusions, e.g, by using a visual model.March 26-30, 2012

9.8 Multiplication of Decimals9.9 Division of Decimals9.10 Review and Assess

9.8 To multiply decimals by whole numbers; and to practice the partial-products and lattice methods for multiplication.9.9 To divide decimals by whole numbers; and to practice the partial-quotients division algorithm introduced in

Not KCAS

105-108

Unit 6.9.10 Review and Assess

I can… Multiply and divide decimals by whole numbers.

April 2-6, 2012

Spring Break Spring Break Spring Break

Spring Break

April 9-13, 2012

10.1 Explorations with a Transparent Mirror10.2 Finding Lines of Reflection10.3 Properties of Reflections10.4 Line Symmetry

10.1 To explore reflections of 2-dimensional figures. 10.2 To explore reflections; and to identify lines of reflection. 10.3 To discover basic properties of reflections. 10.4 To explore the connection between reflections and line symmetry.

4.G.3 109-112

I can… Recognize a line of symmetry for a two-dimensional figure as a line across a figure such that the

figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

April 16-20 2012

10.5 Frieze Patterns10.6 Positive and Negative Numbers10.7 Review and Assess

10.5 To explore an application of reflections, rotations, and translations.10.6 To explore addition of integers.10.7 Review and Assess.

Not KCAS

113-116

I can… Use a number line to add positive and negative integers. April 23-27,

2012Math Review Math Review 117-120

April 30 -May 4, 2012

Testing Testing Testing Testing

May 7-11, 2012

Testing Testing Testing Testing

May 14-18, 2012

11.1 Weight11.2 Geometric Solids11.3 Constructing Geometric Solids

11.1 To review grams and ounces as units of weight; and to estimate and measure weights in grams and ounces.11.2 To review properties of common geometric solids.11.3 To identify geometric solids, given their properties; and to construct polyhedrons with straws and twist-ties.

4.MD.1

I can….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. e.g., 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),….