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4th Grade Math Learning Guide (2013-14 school year)

Focus of Learning

Estimated Introductory Time (days) Standards Sub-Standards Indicators Essential

Learnings VocabularyInstructionalResources

for Learning

Assessments for Learning

Unit 1Adding and Subtracting

Instruction and

assessment Total:

12-15 days

(2-5) Adding Whole Numbers and Money4-5 days 4.1.3.b

(2-6) Column Addition4-5 days 4.1.3.b

(2-7) Subtracting Whole numbers and Money4-5 days 4.1.3.b 4.1.3.f

MA 4.1 Number SenseStudents will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 4.1.3 ComputationStudents will compute fluently and accurately using appropriate strategies and tools

MA 4.1.3.bAdd and subtract decimals to the hundredths place (e.g., money)

MA 4.1.3.fSelect and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil)

You can add numbers by adding ones, then tens, then hundreds, and then thousands.

You can add more than two numbers by adding one place at a time.

You can subtract numbers by subtracting ones, then tens, then hundreds, and then thousands.

NDE vocab link:http://www.education.ne.gov/std_secure/docs/Math/Math_Glossary.pdf

AddendComputeDecimal PointDifferenceDollar SignFluentlyHundredsInverse OperationsOnesSumTensThousandsWhole Number

Manipulatives (blue kit)

Place Value Blocks

Hundred Chart Math Minutes

www.khanacademy.org

http://mathslice.com/mathmocktest.php (test prep)

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true(online Foresman book/resources) Enter all 4 codes:SFMATE05NTEN04TSFMASE05NTEN04TSFMAST05NTES04TSFMATN05NTEN04T

http://www.prometheanplanet.com/en-us/(great flipcharts)

http://bedtimemath.org/(fun daily word problems)

http://mathstory.com/(videos, poems, songs)

Pia Hansen math crates

U drive:~Math 2013-14 ~4th Grade ~NeSA practice test ~Assessed indicators ~Table of Specifications

Scott Foresman(chapter 2)

Pearson Success Net

Teacher Observations

Check4Learning

NeSA

Unit 1 Assessment on U drive:~MATH 2013-14~4th Grade ~Common Assessments

Student Engagement/Formative Assessment:*I do it, We do it, Ya’ll do it, You do it”*Thumbs up, down, wiggly: agree, disagree or not understand/ not sure

1

http://mathstory.com/

http://bedtimemath.org/

http://www.prometheanplanet.com/en-us/



https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true



http://mathslice.com/mathmocktest.php


http://www.khanacademy.org/


Focus of Learning



for Learning


Unit 2Place Value and Money

Instruction and

assessment Total:

15-18 days

(1-1) Numbers in the Thousands1-2 days 4.1.1.a, 4.1.3.f

(1-2) Understanding Greater Numbers1-2 days 4.1.1.a, 4.1.3.f

(1-5) Comparing and Ordering Numbers1-2 days 4.1.1.c

(1-6) Rounding Numbers1-2 days 4.1.1.i


MA 4.1.1Number SystemStudents will represent and show relationships among positive rational numbers within the base-ten number system


MA 4.1.1.aRead and write numbers through the millions (e.g., 2,347,589 is the same as two million, three hundred forty seven thousand, five hundred eighty- nine)

MA 4.1.1.cCompare and order whole numbers and decimals through the hundredths place(for this unit, no decimals- also in unit 9)

MA 4.1.1.iRound a whole number to millions

MA 4.1.3.fSelect and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil

There are many ways to represent a number.

Place Value can help you read and understand numbers in the millions.

Place Value can help you compare and order numbers.

Place Value can help you round numbers.

A dime is one-tenth of a dollar, and a penny is one-hundredth of a dollar.

A grid can be used to show tenths and hundredths.


Base TenDecimal PointDigitsEstimateExpanded FormHundredthPeriodRoundingStandard FormTenthWhole NumberWord Form

Manipulatives Place Value

Blocks Place Value Chart Money Base-ten blocks Grid paper

www.khanacademy.org


https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true(online Foresman book)







Pearson Success Net


Check4Learning

NeSA


Student Engagement/Formative Assessment:*2-10 rule: ALL students say, write, do something in direct connection with the BIG idea every 2-10 minutes*Paraphrasing: ask students to retell what they learned in their own words

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Focus of Learning



for Learning


Unit 3Multiplication

**Make sure to use x, ∙, and ( ) to represent multiplication

Instruction and

assessment Total:

25-30 days

(3-1) Meanings for Multiplication1-2 days

(3-2) Patterns in multiplying by 0,1,2,5,91-2 days 4.3.3.c

(3-3) Using Known Facts to find unknown facts1 day 4.3.2.a

(3-4) Multiplying by 10, 11, 121-2 days 4.1.3.c

(3-5) Make a Table1-2 days 4.3.2.b

(5-1) Multiplying by Multiples of 10, 100, 10001-2 days 4.1.3.e

(5-2) Estimating Products1-2 days 4.1.4.a

(5-5) Multiplying two-digit and one-digit numbers2-3 days 4.1.3.c

(5-6) Multiplying three-digit and one-digit numbers2-3 days 4.1.3.c

(5-7) Try, Check, Revise1-2 days 4.1.3.f

(5-9) Multiplying Money1-2 days 4.3.2.b

(5-10) Multiplying three Factors1-2 days 4.3.3.c

(5-12) Problem solving Application


MA 4.3 AlgebraStudents will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics across disciplines


MA 4.1.4 EstimationStudents will estimate and check reasonableness of answers using appropriate strategies and tools

MA 4.3.2 Modeling in ContextStudents will create and use models to represent mathematical situations

MA 4.3.3 ProceduresStudents will identify and apply properties of whole numbers to solve equations involving multiplication and division

MA 4.1.3.c Multiply two-digit whole numbers

MA 4.1.3eMentally compute multiplication and division involving powers of 10


MA 4.1.4.aEstimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness

MA 4.3.2.aModel situations that involve the multiplication of whole numbers using number lines and symbols

MA 4.3.2.b Describe and model quantitative change involving multiplication (e.g., money doubling

MA 4.3.3.cUse symbolic representations of the commutative property of multiplication (e.g., 2*3=3*2)

When groups or rows are equal, you can multiply to find the total.

Patterns can help you remember multiplication facts.

You can use multiplication facts you know to help you find the products for other facts.

Patterns can help you remember multiplication facts.

Learning how and when to make a table can help you solve problems.

A pattern can help you multiply by numbers like 40, 300, or 8,000.

To estimate, use factors you can multiply mentally.

To find a product like 3x26, break it into simpler problems.

To find a product like 6x125, break apart 125 using place value.

The strategy Try, Check, and Revise can help you solve problems.

The steps for multiplying money are almost identical


Array Commutative Property of MultiplicationCompatible NumbersContextualized problemsDistributive PropertyEstimate (estimation)FactorFluentlyIdentity PropertyMultiple Overstimate Product Quantitative ChangeRangeRoundingStrategiesUnderstimateWhole NumberZero Property of of Multiplication

Hundred Chart ManipulativesPlace Value ChartGraph Paper

www.khanacademy.org






http://www.math-drills.com/multiplication.shtml#Frenzy(timed tests)



Scott Foresman(chapters 3, 5, 6)

Pearson Success Net


Check4Learning

NeSA

Unit 3 Assessment on U drive:~MATH 2013-14~4th Grade ~Common Assessments*You are encouraged to give smaller quizzes throughout the chapter

Student Engagement/Formative Assessment:*Individual White Board (card stock inside plastic sleeve)- 80% correct means move on*Response Cards: index with ‘yes’ on one side ‘no’ on other; red, yellow, green cards to show

3

http://www.math-drills.com/multiplication.shtml#Frenzy















Unit 3Multiplication

1-2 days 4.1.3.f

(6-1) Multiplying Multiples of Ten1-2 days 4.1.3.e

(6-2) Estimating Products1-2 days 4.1.4.a

(6-3) Using Arrays1-2 days 4.3.2.a

(6-4) Make an Organized List1 day 4.1.3.f

(6-5) Multiplying Two-Digit Numbers2-3 days 4.1.3.c

(6-7) Choose a computation method1-2 days 4.1.3.f

(6-8) Multiplying Money1-2 days 4.3.2.b

to the steps for multiplying whole numbers.

When you multiply 3 factors, you can use properties to save you time.

Understanding when to choose a particular operation can help you solve problems.

Basic Facts and place value can help you multiply numbers like 50 and 300.

To estimate, use factors you can multiply easily with mental math.

Learning how and when to make an organized list can help you solve problems.

To find a product like 17x25, break it into simpler problems.

To find a product like 18x245, break apart 18 and 245 using place value.

The steps for multiplying money are almost identical to the steps for multiplying whole numbers.

understanding

4


Focus of Learning



for Learning


Unit 4Division(Introduction to division. Unit 12 is more division concepts.)

Instruction and

assessment Total:

15-20 days

(3-6) Meanings for division1-2 days 4.1.2.a 4.1.3.f

(3-7) Relating Multiplication and division1-2 days 4.1.3.a

(3-8) Division Facts1-2 days 4.1.3.a

(3-9) Special Quotients1-2 days 4.1.2.a 4.1.3.a

(3-10) Multiplication and division stories.1-2 days 4.1.3.f

(3-11) Multiple-Step Problems1-2 days 4.1.2.a 4.1.3.f

(7-13) Dividing by Multiples of 101-2 days 4.1.3.e


MA 4.1.2 OperationsStudents will demonstrate the meaning of division with whole numbers

MA 4.1.3ComputationStudents will compute fluently and accurately using appropriate strategies and tools

MA 4.1.2.aUse drawings, words, and symbols to explain the meaning of division (e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?)(Use arrays to model division and to write a number sentence to represent arrays)

MA 4.1.3.a Compute whole number division facts 0-10 fluently

MA 4.1.3.e Mentally compute multiplication and division involving powers of 10


Divide to find the number of equal groups and the number in each group.

Multiplication and division are related in the same ways that addition and subtraction are related.

Thinking about multiplication can help you divide.

Thinking about multiplication can help you divide with zero and one.

Multiplication and division describe real situations.

Identifying hidden questions helps you solve multiple-step problems.

There are different ways to estimate quotients.


ArrayCompatible numbersDivideDividendDivisibility RulesDivisibleDivisorFact familyFluentlyInterpretInverse operationsOverestimateQuotientRemainderUnderestimateWhole Number

Hundred ChartManipulativesPlace Value ChartGraph Paper

www.khanacademy.org







http://www.kidsnumbers.com/(long division practice)

http://www.youtube.com/watch?v=9qYGIlVu0fE(long division)

http://www.math-drills.com/multiplication.shtml#Frenzy(long division)


U drive:

Scott Foresman(chapters 3,7)

Pearson Success Net


Check4Learning

NeSA


Student Engagement/Formative Assessment:*Stand up, Hand up, Shag- give classmates high 5 and share ideas w/as many as possible*Hot Potato: Ask student question- if correct, they ask another student a question, if incorrect, they get a question they can

5




http://www.youtube.com/watch?v=9qYGIlVu0fE



http://www.kidsnumbers.com/

http://www.kidsnumbers.com/
















~Math 2013-14 ~4th Grade ~NeSA practice test ~Assessed indicators ~Table of Specifications ~Division Man

answer correctly

Focus of Learning



for Learning


Unit 5Time

Instruction and

assessment Total:

8-10 days

(4-1) Telling Time3-4 days 4.2.5.b

(4-2) Units of Time1 day(introduce, not 4th grade standard)

(4-3) Elapsed Time3-4 days 4.2.5.c

(4-5) Calendars1 day(introduce, not a 4th grade standard)

MA 4.2 Geometric/MeasurementStudents will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines

MA 4.2.5 MeasurementStudents will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units

MA 4.2.5.bIdentify time to the minute on an analog clock

MA 4.2.5.cSolve problems involving elapsed time

Time can be shown and read in different ways.

Time can be measured in different units.

You can use time to tell how long something takes.

A calendar helps you keep track of days, weeks, and months.


A.M.Analog clockDigital clockElapsed TimeHourMinuteP.M.Second

Hundred ChartManipulativesPlace Value ChartGraph Paper

www.khanacademy.org







U drive:~Math 2013-14 ~4th Grade ~NeSA practice test ~Assessed indicators ~Table of Specifications ~I Have Who Has elapsed time game


Pearson Success Net


Check4Learning

NeSA


Student Engagement: Teachers should video the class- this is the best way to see if all students are engaged. When you’re teaching, it is hard to tell if

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everyone is engaged. Video tells a lot!

Focus of Learning



for Learning


Unit 6Data Analysis

Instruction and

assessment Total:

10-18 days

(4-6) Pictographs1-2 days 4.4.1.b

(4-7) Line Plots2-3 days 4.4.1.a 4.4.1.c

(4-8) Bar Graphs1-2 days 4.4.1.b 4.4.2.a

(4-9) Graphing Ordered Pairs1-2 days 4.2.2.a

(4-10) Line Graphs1-2 days 4.4.1.b

(4-12) Mean (Average) Median, Mode, Range1-2 days 4.4.1.d 4.4.1.e

(4-13) Data From Surveys1-2 days 4.4.1.b 4.4.2.a

(4-14) Misleading Graphs1-2 days 4.4.1.c 4.4.2.a

(7-12) Finding Averages1-2 days 4.4.1.e



MA 4.4 Data Analysis/ProbabilityStudents will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines


MA 4.2.2 Coordinate GeometryStudents will describe locations using coordinate geometry

MA 4.4.1 Display and AnalysisStudents will organize, display, compare, and interpret data


MA 4.2.2.a identify the ordered pair of a plotted point in first quadrant by its location

MA 4.4.1.a Represent data using dot/line plots

MA 4.4.1.b Compare different representations of the same data(**lots of this on NeSA)

MA 4.4.1.cInterpret data and draw conclusions using dot/line plots(do some examples with dot/line plot where x=2)

MA 4.4.1.dFind the mode and range for a set of whole numbers

MA 4.4.1.eFind the whole number mean for a set of whole numbers

Pictographs use pictures to display data.

A line plot displays data along a number line.

Data can be organized in bar graphs.

A coordinate grid helps you locate points.

Line graphs help you see changes in data over time.

You can summarize data by using median, mode, or range.

Taking a survey helps you find out information to solve a problem or answer a question.

The idea you get when you first look at a graph may not be correct.


AxesBar GraphCoordinate Grid (Cartesian grid)DataIntervalKeyLine GraphLine/Dot PlotMean (average)MedianModeOrdered PairOutlierPictographPlotPredictionRangeScaleSurveyTableTrendX-axisY-axis

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)

www.khanacademy.org








Scott Foresman(chapters 4, 7)

Pearson Success Net


Check4Learning

NeSA


Student Engagement:Engagement is the Foundation: “Everyone does everything!”*Instead of “Are there any questions?” have students share directions with partner*Soccer, hockey, basketball: 2 teams, if their team gets

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MA 4.4.2 Predictions and InferencesStudents will construct predictions based on data

MA 4.4.2.aMake predictions based on data to answer questions from tables and bar graphs

An average tells what is typical of the numbers in a set of data.

answer correct, they move the ball or puck closer to goal; if wrong, they move it towards the other team’s goal

Focus of Learning



for Learning


Unit 7Geometric Concepts

Instruction and

assessment Total:

9-13 days

(8-1) Relating Solids and Plane Figures1-2 days 4.2.1.a, 4.2.4.a

(8-2) Polygons1-2 days 4.2.1.a

(8-3) Lines, Line Segments, Rays, and Angles3-5 days 4.2.1.b 4.2.1.c, 4.2.4.a

(8-4) Rhombus1-2 days 4.2.1.a

(8-6) Congruent Figures and Motions1-2 day 4.2.1.d 4.2.3.a

(8-7) Symmetry1 day(introduce, not a 4th grade standard)


MA 4.2.1 CharacteristicsStudents will classify two-dimensional shapes and three-dimensional objects

MA 4.2.3 TransformationStudents will identify simple transformations

MA 4.2.4 Spatial ModelingStudent will use geometric models to solve problems

MA 4.2.1.aIdentify two- and three-dimensional shapes according to their sides and angle properties

MA 4.2.1.b Classify an angle as acute, obtuse, and right

MA 4.2.1.cIdentify parallel, perpendicular, and intersecting lines

MA 4.2.1.d Identify the property of congruency when dealing with plane geometric shapes

MA 4.2.3.aGiven two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to create a transformed shape

MA 4.2.4.aGiven a geometric model, use it to solve a problem (e.g., what shapes make a

There is a unique connection between solid figures and flat shapes.

The name of a polygon tells how many sides it has.

Geometric terms can be used to describe the location and position and things in our world.

There are various ways to move a figure to a new position.

Some figures have two halves that are congruent.

NDE vocab link:http://www.education.ne.gov/std_secure/docs/Math/Math_Glossary.pdfAcute AnglesAngleAttributeConeCongruentCongruent FiguresCubeCylinderEdgeFaceFlip (Reflection)HexagonIntersecting linesLineLine of SymmetryLine SegmentNetObtuse AngleOctagonParallel linesPentagonPerpendicular linesPlanePlane FigurePointPolygonPyramidQuadrilateralRayRectangular PrismRectangular PyramidReflectionRight AngleRotationSideSlide(Translation)Solid figureSphereSquare PyramidStraight AngleSymmetric

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)Set of solidsScissorsTapeDot paperSet of PolygonsRulers

www.khanacademy.org






http://www.superteacherworksheets.com/promethean-flipchart.html(polygon)



Pearson Success Net


Check4Learning

NeSA


Student Engagement/Formative Assessment:*Sit and Think: NO hand raising- call at random*Graphic Organizers

8

http://www.superteacherworksheets.com/promethean-flipchart.html















cylinder; streets run parallel and perpendicular)

Three-dimensionalTransformationTranslationTriangleTriangular PrismTurn (Rotation)Two-dimensionalVertex/Vertices


Focus of Learning



for Learning


Unit 8Fractions(Introduction to fractions. Unit 13 is more fractions- mixed numbers will be in Unit 13)

Instruction and

assessment

(9-1) Parts of a Region1 day 4.1.1.e

(9-2) Parts of a Set2-3 days 4.1.1.e

(9-3) Fractions, Length, and the number line2-3 days 4.1.1.h

(9-6) Equivalent Fractions2-3 days 4.1.1.f 4.1.1.g

(9-7) Fractions in Simplest Form(Comparing fractions to ½)2-3 days 4.1.1.g




MA 4.1.1.e Represent a fraction as parts of a whole and/or parts of a set

MA 4.1.1.fUse visual models to find equivalent fractions

MA 4.1.1.g Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?)

MA 4.1.1.hLocate fractions on a number line


Fractions name parts of a whole region.

Fractions name parts of a set of objects.

Fractions name parts of a length.

A fraction has many different names.

Fractions can be written so that the numerator and denominator have no common factors other than 1.


Base TenDenominatorEquivalentEquivalent fractionsFractionNumber LineNumeratorRational Number

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)Fraction StripsStraight Edge

www.khanacademy.org









Pearson Success Net


Check4Learning

NeSA


Student Engagement/Formative Assessment:*Think, Ink, Link (1 min to think, 1 min to write, 1 minute to share with as many peers as possible)*Game Show: Jeopardy, Who Wants to be a Millionaire, Family Feud*Writing- kids need to see their thoughts- ensures all students are taught when teachers can see their thinking*Jigsaw with Gallery Walk: groups- they create a poster or chart paper to be posted (demonstrating they got the skill), groups rotate from poster to poster-

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Total:8-10 days

with one member explaining the poster to the group

Focus of Learning



for Learning


Unit 9Decimals

Instruction and

assessment Total:

(11-1) Decimals and Fractions2-3 day 4.1.1.b

(11-2) Decimal Place Value1-2 days 4.1.1.b

(11-3) Comparing and Ordering Decimals2-3 days 4.1.1.c

(11-7) Adding and Subtracting Decimals(Add and subtract money)1-2 days 4.1.3.b 4.1.3.f




MA 4.1.1.b Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6 + .2 + .03)

MA 4.1.1.c Compare and order whole numbers and decimals through the hundredths place (e.g., money)

MA 4.1.3.bAdd and subtract decimals to the hundredths place (e.g., money)


Decimals and fractions can be used to name the same amounts.

There are many ways to represent decimal numbers.

Place Value can help you compare and order decimals.

You can add decimals by adding one place at a time, starting from the right.


EquivalentHundredthTenthWhole Number

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)

www.khanacademy.org









Pearson Success Net


Check4Learning

NeSA


Student Engagement:*Hand of Knowledge- 0 means ‘don’t understand’, 5 means ‘got it’

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6-10 days

Focus of Learning



for Learning


Unit 10Measurement(Metric and Standard)

Instruction and

assessment Total:

8-10 days

(10-7) Length and customary Units1-2 days 4.2.5.a, 4.2.5.e, 4.2.5.g

(10-8) Fractions of an Inch1-2 days 4.2.5.e

(10-9) Capacity and Customary Units1-2 days 4.2.5.g

(10-10) Weight and Customary Units1-2 days 4.2.5.f, 4.2.5.g

(10-11) Changing Units and Comparing Measures1-2 days 4.2.5.g

(11-9) Length and Metric Units1-2 days 4.2.5.g

(11-10) Capacity and Metric Units1-2 days 4.2.5.g

(11-11) Mass and Metric units1-2 days 4.2.5.d

(11-12) Changing Units and Comparing Measures1-2 days 4.2.5.g

**Length, capacity, metric comparison and conversionUse Supplemental Materials1-2 days 4.2.5.d, 4.2.5.g

(11-14) Temperature1 day 4.2.5.f

(8-10 & 8-11) Perimeter and Area (teach together so they understand that they are related, but looking for different things; 4.2.5.a is just finding the right tool, so they don’t have to actually find perimeter, just understand what it means and how to measure it)1-2 days 4.2.5.a


MA 4.2.5 MeasurementStudents will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units

MA 4.2.5.a Select and use appropriate tools to measure perimeter of polygons

MA 4.2.5.d Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)

MA 4.2.5.e Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units

MA 4.2.5.f Measure weight and temperature using customary units

MA 4.2.5.g Compute simple unit conversions for length within a system of measurement

Metric Units are used to estimate and measure length.

Metric Units are used to estimate and measure capacity.

Metric units are used to estimate and measure mass.

To compare measures, you may need to change metric units.

Temperatures can be read in degree Fahrenheit or degrees Celsius.

There are different ways to find the distance around a figure.

There are different ways to count the square units needed to cover a surface.


AreaCapacityCelsiusCentimeter(cm)Customary SystemDecimeter (dm)EstimateFahrenheitGram (g)Kilogram (kg)Kilometer (km)Liter (L)MassMeter (m)Metric SystemMilliliter (mL)Millimeter (mm)PerimeterUnitVolume

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)1-liter measuring cup marked in millilitersContainers of different sizesWater or sandPan balanceGrams and kilogramsObjects to measure massTiles

www.khanacademy.org








Pearson Success Net


Check4Learning

NeSA


Student Engagement: Basics of engagement come down to the quantity and quality of student: saying, writing, doing.

11














Focus of Learning



for Learning


Unit 11Algebra

Instruction and

assessment Total:

(1-5) Comparing and Ordering Numbers1-2 days 4.3.1.c

(2-9) Look for a Pattern1-2 days 4.3.1.a

(2-10) Translating Words into Expressions1-2 days 4.3.1.a 4.3.1.d

(2-12) Evaluating Expressions1-2 days 4.3.3.a

(2-13) Solving Addition and Subtraction Equations1-2 days 4.3.3.d 4.3.3.e

(3-12) Writing and Evaluating Expressions1-2 days 4.3.3.a

(3-13) Find a Rule1-2 days 4.3.1.b

(3-14) Solving Multiplication and Division Equations1-2 days 4.3.3.d 4.3.3.e

(5-10) Properties1-2 days 4.3.3.b 4.3.3.c

MA 4.3 AlgebraStudents will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics across disciplines

MA 4.3.1 RelationshipsStudents will represent and analyze relationships

MA 4.3.3 ProceduresStudents will identify and apply properties of whole numbers to solve equations involving multiplication and division

MA 4.3.1.a Describe, extend, and apply rules about numeric patterns

MA 4.3.1.b Represent and analyze a variety of patterns using words, tables, and graphs

MA 4.3.1.cUse >, < symbols to compare quantities

MA 4.3.1.dSelect appropriate operational and relational symbols to make a number sentence true

MA 4.3.3.a Represent the idea of a variable as an unknown quantity using a letter or a symbol (e.g., n+3, b-2)

MA 4.3.3.b Use symbolic representation of the identity property of multiplication (e.g., 5*1=5)

MA 4.3.3.cUse symbolic representations of the commutative property of multiplication (e.g., 2*3=_*2)

MA 4.3.3.dSolve simple one-step whole number equations (e.g., x + 2 = 3, 3 * y = 6)

Learning how and when to look for a pattern can help you solve problems.

Translating words into numerical expressions can help you solve problems.

Some expressions have variables as well as numbers.

To solve an equation, find the value of the variable that makes the equation true.

Expressions can help you solve problems.

You can describe a rule for patterns with words or symbols.

To solve an equation, find the

NDE vocab link:http://www.education.ne.gov/std_secure/docs/Math/Math_Glossary.pdfAdditive InverseAlgebraic expressionCommutative property of multiplicationComparative quantitiesEquationFactorIdentity property of multiplicationInequalityMultipleExpressionOperational SymbolsQuantityRelational SymbolsSolutionSolveSymbolsVariableWhole number

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)Pattern BlocksTiles

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Student Engagement/Formative Assessment: *Partner Share- kids need time to process and share with others every 2-5 minutes*Group Answers: group is responsible for everyone’s learning- ALL members need to know the answer

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8-10 days MA 4.3.3.eExplain the procedure(s) used in solving simple one-step whole number equations

value of the variable that makes the equation true.


Focus of Learning



for Learning


Unit 12Division

Instruction and

assessment Total:

9-15 days

(3-4) Multiply by powers of 101 day 4.1.3.e

(7-3) Dividing with Remainders1-2 days 4.1.3.d

(7-4 & 7-5) Two digit quotients2-3 days 4.1.3.d

(7-6) Interpreting remainders1-2 days 4.1.2.a 4.1.3.f 4.1.4.a

(7-8) Zeros in the Quotient1-2 days 4.1.3.d

(7-11) Divisibility rules1-2 days 4.1.1.d

(7-2) Estimating Quotients1-2 days 4.1.4.a

(7-7) Dividing Three-digit numbers(estimate)1-2 days 4.1.4.a

*Write and solve equations to model situations 4.1.2.a


MA 4.1.1 Number SystemStudents will represent and show relationships among positive rational numbers within the base-ten number systemMA 4.1.2OperationsStudents will demonstrate the meaning of division with whole numbers


MA 4.1.4

MA 4.1.1.d Classify a number as even or odd

MA 4.1.2.a Use drawings, words, and symbols to explain the meaning of division

MA 4.1.3.d Divide a three-digit number with one digit divisor with and without a remainder

MA 4.1.3.e Mentally compute multiplication and division involving powers of 10


MA 4.1.4.a Estimate

There are different ways to estimate quotients.

Sometimes when you divide, there are some left over.

You can find 2-digit quotients by breaking apart the problem and dividing tens, then ones.

The real-world situation tells how to interpret the remainder.

You can divide larger numbers the same way you divide smaller numbers.

The steps for dividing do not change when there are zeros in the quotient.

You can use rules to tell if a n umber is


ClassifyCompatible numbersComputeDividendDivisibleDivisorEstimateOverestimateQuotientRemainderUnderestimate

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)CountersPlace Value Blocks

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Scott Foresman(chapter 3, 7)

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Student Engagement/Formative Assessment:*Share with 5 people- alternate boy/girl

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EstimationStudents will estimate and check reasonableness of answers using appropriate strategies and tools

the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness

divisible by 2,3,5,9,10.


Focus of Learning



for Learning


Unit 13Fractions

Instruction and

assessment Total:

10-12 days

(9-9) Comparing and Ordering Fractions1-2 days 4.1.1.g

(9-10) Mixed Numbers and improper fractions2-3 days 4.1.1.f

(9-11) Comparing mixed numbers1-2 days 4.1.1.e 4.1.1.f

*Locate fractions on a number line1-2 days 4.1.1.h

*Use visual models to find equivalent fractions1-2 days4.1.1.e, 4.1.1.f, 4.1.3.f

(10-2) Adding Fractions with Like Denominators1-2 days (introduce, not a 4th grade standard)

(10-4) Subtracting fractions with like denominators1-2 days (introduce, not a 4th grade standard)

MA 4.1 Number SenseStudents will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines

MA 4.1.1 Number SystemStudents will represent and show relationships among positive rational numbers within the base-ten number system


MA 4.1.1.e Represent a fraction as parts of a whole and/or parts of a set

MA 4.1.1.fUse visual models to find equivalent fractions

MA 4.1.1.g Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?)

MA 4.1.1.hLocate fractions on a number line


Fractions can be written so that the numerator and denominator have no common factors other than 1.

There are different ways to compare and order fractions.

Not all fractions are less than 1.

There is more than one way to compare mixed numbers.

When two fractions have the same denominator, their sum has the same denominator.

When two fractions have the same denominator, their difference has the same denominator.


Common DenominatorCommon FactorCommon FractionEquivalentFractionImproper FractionMixed NumberSimplest FormSimplest Form

Hundred ChartManipulativesPlace Value ChartGraph Paper (grid paper)CountersPlace Value BlocksFraction Strips

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Scott Foresman(chapters 9, 10)

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Focus of Learning



for Learning


Unit 14Probability

Instruction and

assessment

(12-5) Understanding Probability1-2 days 4.4.3.a

(12-6) Listing Outcomes1-2 days 4.4.3.a

(12-7) Finding Probability1-2 days 4.4.3.a

(12-8) Making Predictions1-2 days 4.4.3.a

MA 4.4 Data Analysis/ProbabilityStudents will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines

MA 4.4.3 ProbabilityStudents will find, describe, and compare experimental probabilities

MA 4.4.3.a Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely, or less likely)

Words like likely, impossible, and fair decide probability.

You can list all the possible outcomes for probability.

You can use fractions to describe probability.

You can use probability to make predictions.


CertainEqually LikelyExperimental probabilityFairImpossibleLikelihoodOutcomePredictionProbabilityTree DiagramUnfairUnlikely

ManipulativesNumber cubes labeled 1-6Spinner (divided into fourths)

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Total:4-5 days

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