Web viewFocuses on the construction of convex and nonconvex polygons and the definitions of polygon...

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 1 Naming and Constructing Geometric Figures

Day Lesson Title/Objective Focus CCSS Guiding Questions

Day 18/31 1.1

Introduction to the StudentReference BookTo acquaint students with the content and organization of the Student Reference Book.

Part 1: Introduces students to the structure of and material covered in their Student Reference Book.Part 2:Math Boxes: [1-1↔1-3]; 1, 5 [4.NBT.4]; 2 [4.OA.5];3 [4.MD.1]; 4 [4.NBT.6]Part 3: Readiness [4.NBT.2]

SMP3, 5–7;4.NBT.24.NBT.4

How is this book organized? How can this book help you with your homework? How can this tool help you work more efficiently?

Day 29/1 1.2

Points, Line Segments, Lines, andRaysTo introduce tools for geometry; and to review points, line segments, lines, and rays.

Part 1: Reviews basic geometric terms while teaching students the care and use of geometric tools. [4.G.1]Part 2:Game: Addition Top-It (Extended-Facts Version) [4.NBT.4]Math Boxes: [1-2↔1-4]; 1, 5 [4.NBT.4]; 2 [4.G.1];3, 4 [Maintain] Study Link: [4.G.1]Part 3: Readiness and Enrichment: Sprouts [4.G.1]

SMP1, 2, 4–7;4.G.1

How are a line segment, a line, and a ray different? How are they similar? How does explaining a term help you understand it

better?

Day 39/2 1.3

Angles, Triangles, and QuadranglesTo guide students in the construction of angles, triangles, and quadrangles and in the classification of quadrangles.

Part 1: Focuses on the characteristics and construction of angles, triangles, and quadrangles and how to use lines andangles to classify quadrangles. [4.G.1, 4.G.2]Part 2:Adding and Subtracting Whole Numbers: [4.NBT.4]Math Boxes: [1-3↔1-1]; 1, 5 [4.NBT.4]; 2 [4.OA.5];3 [4.MD.1]; 4 [4.NBT.6] Study Link: [4.G.1]Part 3: Readiness, Enrichment, and ELL Support [4.G.2]

SMP2, 3, 5–7;4.NBT.4,

4.G.1,4.G.2

What is the minimum number of angles needed to make a shape?

How can you use straws to prove your answer? Why can a shape have more than one name? How do straw representations help you see the

characteristics of different shapes?

Day 49/3 1.4

ParallelogramsTo model the classification of quadrangles based on their properties.

Part 1: Reviews the meanings of parallel lines, line segments, and rays and compare various parallelograms and quadrangles. [4.G.1, 4.G.2]Part 2:Game: Subtraction Top-It (Extended-Facts Version) [4.NBT.4]Math Boxes: [1-4↔1-2]; 1, 5 [4.NBT.4]; 2 [4.G.1];3, 4 [Maintain] Study Link: [4.G.2]

SMP2–8;4.G.1, 4.G.2

What is a property? What are some properties of quadrangles? How did looking at similarities and differences among

quadrangles help you categorize the shapes? How can using properties help you solve problems?

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 1 Naming and Constructing Geometric Figures

Day Lesson Title/Objective Focus CCSS Guiding QuestionsDay 5

9/4 FLEX DAY

Day 69/8 1.5

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

Part 1: Focuses on the construction of convex and nonconvex polygons and the definitions of polygon types. [4.G.2]Part 2:Math Boxes: [1-5↔1-7]; 1 [4.NBT.4]; 2, 3, 4 [4.G.1];5 [4.G.2]; 6 [4.NBT.2] Study Link: [4.G.2]Part 3: Enrichment [4.G.2]

SMP1–3, 5–8;4.G.1, 4.G.2

What are the properties of a polygon? How did the examples help you determine the properties of

a polygon? Why is it important to determine properties of shapes?

Day 79/9 1.6

Drawing Circles with a CompassTo provide practice using a compass.

Part 1: Focuses on constructing circles both with and without a compass and constructing a square inscribed in a circle. [4.G.1]Part 2:Game: Polygon Pair-Up [4.G.1, 4.G.2]Math Boxes: [1-6↔1-8]; 1 [4.NBT.4]; 2, 3, 4 [4.G.2];5 [4.G.1]; 6 [4.NBT.1] Study Link: [4.G.2]

SMP1, 2, 5–7;4.G.1, 4.G.2

How did trying different methods help you find a comfortable way to use your compass?

Why is it important to practice using a tool correctly? How do tools help you work more efficiently?

Combine1.6/1.7 1.7

Circle ConstructionsTo guide students in defining a circle; and to provide opportunities to explore designs with circles.

Part 1: Focuses on the definition, design, and naming of circles. [4.G.1]Part 2:Game: Polygon Pair-Up [4.G.1, 4.G.2]Math Boxes: [1-7↔1-5]; 1 [4.NBT.4]; 2, 3, 4 [4.G.1]; 5 [4.G.2]; 6 [4.NBT.2]Part 3: Enrichment: Using Diameters, Chords, and Radii [4.G.1]

SMP1–7;4.G.1, 4.G.2

What did you notice when measuring the radius a second time?

Why is it important to understand the connection between the points, the circle, and its radius?

Why is it important to connect math ideas to each other?

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in RED

Unit 1 Naming and Constructing Geometric FiguresDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 89/10 1.8

Hexagon and Triangle ConstructionsTo guide students in the construction of figures with a compass and straightedge.

Part 1: Focuses on the combined implementation of both the compass and straightedge in the construction of more difficult geometric figures. [4.G.1]Part 2:Defining Geometric Figures: [4.G.2]Math Boxes: [1-8↔1-6]; 1 [4.NBT.4]; 2, 3, 4 [4.G.2]; 5 [4.G.1]; 6 [4.NBT.1] Study Link: [4.G.2]Part 3: Readiness [4.G.2]

SMP2, 5–7;4.G.1, 4.G.2

4.NBT.4

Explain how you know that all the vertices of the hexagon are the same distance from the center of the circle?

Why do you need to be precise when creating your hexagon?

Give an example of a real-life situation where precision is needed, and explain why it is necessary.

Day 99/11

FLEX DAY

Day 109/14 1.9

Progress Check 1To assess students’ progress on mathematical content through the end of Unit 1.

Part 1: Checks the progress of students at the end of Unit 1.ORAL/SLATE: 1, 3. [4.G.1, 4.G.2] 2. [4.G.1]Part 2:Math Boxes: [ 1-9↔Unit 2]; 1, 2, 3 [4.NBT.2]; 4 [4.NBT.1]; 5 [Maintain]

Day 119/15 1.9


Part 1: Checks the progress of students at the end of Unit 1.WRITTEN: 1, 2. [4.G.1, 4.G.2] 3-6. [4.G.1] 7-9B. [4.G.2] 12. [4.G.2] 13. [4.G.1] 14-16. [4.G.2] OPEN RESPONSE: [4.G.2]Part 2:Math Boxes: [ 1-9↔Unit 2]; 1, 2, 3 [4.NBT.2]; 4 [4.NBT.1]; 5 [Maintain]

Unit 2 Using Numbers and Organizing Data Weeks 3–5 (Lessons 2.1–2.10)Day Lesson Title/Objective Focus CCSS Guiding Questions

Day 129/16 2.1

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

Part 1: Introduces the World Tour Project and focuses on the various ways to use numbers. [4.MD.2]Part 2:Game: Polygon Pair-Up [4.G.1, 4.G.2]Math Boxes: [2-1↔2-3]; 1 [4.NBT.4]; 2 [4.NBT.1];3, 4 [4.G.2]; 5 [ 4.MD.2]; 6 [4.NBT.5]Part 3: Readiness and Extra Practice [4.OA.5]

SMP2, 4–6;4.OA.5, 4.MD.2,

4.G.1, 4.G.24.NBT.4

What kinds of units did you find in the essay? How did the units help you figure out whether a number was

a count, code, measure, etc.? Why is it important to understand what numbers mean? What would happen if we didn’t have numbers?

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 2 Using Numbers and Organizing Data


Day 139/17 2.2

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

Part 1: Uses a name-collection box to practice representing numbers in different ways.Part 2:Game: Name that Number [Foundation]Math Boxes: [2-2↔2-4]; 1 [4.NBT.2]; 2 [4.NBT.4]; 3 [4.G.2]; 4 [Maintain]; 5 [4.MD.1]; 6 [4.NBT.6]

SMP1–34.NBT.2

How are these equivalent names for ________ similar? How are they different?

How can you use one equivalent name to help you find another equivalent name?

How is it helpful to solve a problem in more than one way?

Day 149/18 2.3

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

Part 1: Focuses on understanding place value and reading/writing large numbers. [4.NBT.1, 4.NBT.2]Part 2:Identifying Polygon Properties [4.G.1, 4.G.2]Math Boxes: [2-3↔2-1]; 1 [4.NBT.4]; 2 [4.NBT.1];3, 4 [4.G.2]; 5 [4.MD.2]; 6 [4.NBT.5] Study Link: [4.NBT.2]Part 3: Enrichment [4.OA.5]; Extra Practice [4.NBT.1, 4.NBT.2]

SMP2, 6–8;4.OA.5, 4.NBT.1,4.NBT.2,

4.G.1,4.G.2

What patterns do you see in how we write numbers? What patterns do you see in how we say numbers? Why is our number system called Base-10? How can just 10 digits form all the whole numbers there

are?

Day 159/22 2.4

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

Getting Started: Mental Math and Reflexes [4.NBT.2]Part 1: Focuses on understanding place value by changing one or more digits in a number. [4.NBT.1, 4.NBT.2]Part 2:Game: Fishing for Digits [4.NBT.1, 4.NBT.2]Math Boxes: [2-4↔2-2]; 1 [4.NBT.2]; 2 [4.NBT.4]; 3 [4.G.2]; 4 [Maintain]; 5 [4.MD.1]; 6 [4.NBT.6]Study Link: [4.NBT.2]Part 3: Readiness and Enrichment [4.NBT.2]

SMP 2, 5, 8;4.NBT.1, 4.NBT.2

How can place-value patterns help you figure out how to change the numbers?

What patterns are most helpful in solving these problems? How can a pattern help you solve a problem?

Day 169/23 2.5

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

Part 1: Provides practice gathering, organizing, and displaying data. Data landmarks used include maximum, minimum, range, and mode.Part 2:Game: Addition Top-It (Extended- Facts Version) [4.NBT.4]Math Boxes: [2-5↔2-7↔2-9]; 1 [4.NBT.2]; 2 [Foundation]; 3 [4.NBT.2]; 4 [4.G.2]; 5, 6 [Maintain]

SMP1, 2, 4, 6–8

4.NBT.4

How does the tally chart help you learn about the number of raisins in the boxes?

What other ways could you organize the data? Why is it important to organize data?


Unit 2 Using Numbers and Organizing DataDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 179/24 FLEX DAY Data/Graphs/Place Value

Day 189/25 2.6

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

Part 1: Focuses on review of how to display data with a line plot and how to find the median of a set of data.Part 2:Game: Subtraction Top-It (Extended-Facts Version) [4.NBT.4]Math Boxes: [2-6↔2-8]; 1, 3 [4.OA.4]; 2, 6 [Foundation]; 4 [4.NBT.2]; 5 [Maintain] Writing/Reasoning: [4.MD.1, 4.MD.2]

SMP2, 4, 7, 8;4.MD.1, 4.MD.24.MD.4

How does it help to see the data in a line plot? Where is the median on the line plot? What does the median tell us about the typical family size? Why is it important to understand what numbers and graphs

mean?

Day 199/28 2.7

Addition of Multidigit NumbersTo review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a column-addition method similar to the traditional addition algorithm.

Part 1: Provides review of the partial-sums algorithm and introduces the column addition method used to solve multidigit addition problems. [4.NBT.2]Part 2:Game: High-Number Toss [4.NBT.1, 4.NBT.2]Math Boxes: [2-7↔2-5↔2-9]; 1, 3 [4.NBT.2];2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain] Writing/Reasoning [4.G.2]Part 3: Readiness and Enrichment [4.OA.3, 4.MD.2]

SMP1–3, 5–8;4.OA.3,

4.NBT.2,4.NBT.3, 4.NBT.4

4.MD.2, 4.G.2

What might have made Shaneel think the way he does? What should you do when you see a solution you think is

incorrect? Why is it important to question an answer you think is

incorrect? Why is it important to make sense of other people’s

mathematical thinking?

Day 209/29 2.8

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

Part 1: Focuses on how to display data, including fractions of a unit, using various graphs—including line plots. [4.MD.4]Part 2:Math Boxes: [2-8↔2-6]; 1, 3 [4.OA.4]; 2 [Foundation];4, 6 [4.NBT.2]; 5 [4.MD.2]

SMP1, 2, 4–7;4.MD.4

How do these models help you make a recommendation about hat sizes?

What do the landmarks tell you about the hat sizes? What are some other models that you could use to help you solve

the problem? Why is it useful to graph your data? How can mathematical models help you solve problems?

Day 219/30 2.8

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

Part 1: Focuses on how to display data, including fractions of a unit, using various graphs—including line plots. [4.MD.4]Part 2:Math Boxes: [2-8↔2-6]; 1, 3 [4.OA.4]; 2 [Foundation];4, 6 [4.NBT.2]; 5 [4.MD.2]

SMP1, 2, 4–7;4.MD.4

How do these models help you make a recommendation about hat sizes?

What do the landmarks tell you about the hat sizes? What are some other models that you could use to help you solve

the problem? Why is it useful to graph your data? How can mathematical models help you solve problems?

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 2 Using Numbers and Organizing Data


Day 2210/1 2.9

Subtraction of Multidigit NumbersTo review the trade-first and counting-up methods, and to introduce the partial-differences method of solving multidigit subtraction problems; and to provide practice estimating differences for multidigit subtraction problems.

Part 1: Provides review of the trade-first and counting-up methods and introduces the partial-differences method used to solve multidigit subtraction problems. [4.NBT.4]Part 2:Game: Subtraction Target Practice [4.NBT.2, 4.NBT.4]Math Boxes: [2-9↔2-5↔2-7]; 1, 3 [4.NBT.2];2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain] Writing/Reasoning [4.OA.1]Part 3: Enrichment: Writing Subtraction Number Stories[4.OA.3, 4.MD.2]

SMP1–3, 5–8;

4.OA.1, 4.OA.3,

4.NBT.3, 4.NBT.4, 4.MD.2

How would you explain this method to someone who doesn’t know it?

What tools could you use to explain this method? How does this method compare to other

subtraction methods you know? Why is it important for you to explain how you

solve problems?

Day 2310/2 2.9

Subtraction of Multidigit NumbersTo review the trade-first and counting-up methods, and to introduce the partial-differences method of solving multidigit subtractionproblems; and to provide practice estimating differences for multidigit subtraction problems.

Part 1: Provides review of the trade-first and counting-up methods and introduces the partial-differences method used to solve multidigit subtraction problems. [4.NBT.4]Part 2:Game: Subtraction Target Practice [4.NBT.2, 4.NBT.4]Math Boxes: [2-9↔2-5↔2-7]; 1, 3 [4.NBT.2];2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain]Writing/Reasoning [4.OA.1]Part 3: Enrichment: Writing Subtraction Number Stories[4.OA.3, 4.MD.2]

SMP1–3, 5–8;

4.OA.1, 4.OA.3,

4.NBT.3, 4.NBT.4, 4.MD.2

How would you explain this method to someone who doesn’t know it?

What tools could you use to explain this method? How does this method compare to other

subtraction methods you know? Why is it important for you to explain how you

solve problems?

Day 2410/5 2.10


Part 1: Checks students’ progress at the end of Unit 2.ORAL/SLATE: 1, 3. [4.NBT.1, 4.NBT.2] 4. [4.G.2]Part 2:Math Boxes: [2-10↔Unit 3]; 1, 2, 3 [Maintain]; 4 [4.NBT.2];5 [4.MD.2]; 6 [4.NBT.4]

Day 2510/6 2.10


Part 1: Checks students’ progress at the end of Unit 2.WRITTEN: 1-6. [4.NBT.4] 7-8. [4.G.1, 4.G.2] 16. [4.OA.3] 17A, B. [4.MD.1] 19A-20. [4.NBT.4, 4.OA.3] OPEN RESPONSE [4.MD.4]Part 2:Math Boxes: [2-10↔Unit 3]; 1, 2, 3 [Maintain]; 4 [4.NBT.2];5 [4.MD.2]; 6 [4.NBT.4]


Unit 3 Multiplication and Division; Number Sentences and AlgebraDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 2610/7 3.1

“What’s My Rule?”To review “What’s My Rule?” problems.

Part 1: Illustrates relationships between numbers using a function machine and “What’s My Rule?” table. [4.OA.5]Part 2:Math Boxes: [3-1↔3-3↔3-5]; 1 [4.NBT.2];2, 6 [Foundation]; 3 [ 4.NBT.3]; 4 [4.MD.1]; 5 [4.OA.5] Study Link: [4.OA.5]Part 3: Readiness, Enrichment, and Extra Practice [4.OA.5]

SMP3, 5–8;4.OA.5

What do the numbers in the in column represent?* What do the numbers in the out column represent?

* How do you solve the problem when the rule is

missing? What other rules do you use to solve math

problems?

Day 2710/8 3.2

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

Getting Started: Mental Math and Reflexes [4.OA.5]Part 1: Focuses on familiarity with factors and multiples as well as the concept of prime and composite numbers. [4.OA.1, 4.OA.4, 4.OA.5]Part 2:Game: Name That Number [Foundation]Math Boxes: [3-2↔3-4]; 1 [4.OA.4]; 2, 3 [Foundation];4 [4.G.1]; 5 [4.NF.7] Study Link: [4.OA.4]Part 3: Extra Practice: Buzz and Bizz-Buzz [4.OA.4]

SMP1, 2, 5–8;

4.OA.1, 4.OA.4,4.OA.5

4.NBT.2

How could you use your Multiplication/Division Facts Table or Fact Triangles to find factor pairs?

How did you use the Factor Pairs of Prime Numbers table to identify prime numbers and composite numbers?

How might thinking about what a multiplication fact means help you figure out facts?

Which multiplication model makes the most sense to you? Why?

Day 2810/9 3.3

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

Getting Started: Study Link Follow-Up [4.OA.4]Part 1: Focuses on looking for patterns in multiplication facts to aid in mastery. [4.OA.1, 4.OA.5]Part 2: Game: Baseball Multiplication [4.NBT.5]Math Boxes: [3-3↔3-1↔3-5]; 1 [4.NBT.2]; 2, 6 [Foundation]; 3 [ 4.NBT.3]; 4 [4.MD.1]; 5 [4.OA.5] Writing/Reasoning: [4.MD.1, 4.MD.2] Study Link: [4.OA.1, 4.OA.4]Part 3: Readiness [4.OA.5]; Extra Practice: Exploring Prime and Composite Numbers [4.OA.4]; Extra Practice: Multiplication Top-It [4.NBT.2, 4.NBT.5]

SMP1, 2, 4–7;

4.OA.1, 4.OA.4,4.OA.5, 4.MD.1,4.MD.24.NBT.34.NBT.4

What other patterns can you find in the multiplication facts?*

Why do we look for patterns in math? Discuss with students the importance of

memorizing multiplication facts.* When might you need to use your facts in real life?

Combine3.3/3.4 3.4

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

Part 1: Focuses on mastery of multiplication facts and analyzing data.Part 2:Math Boxes: [3-4↔3-2]; 1 [4.OA.4]; 2, 3 [Foundation];4 [4.G.1]; 5 [4.NF.7] Study Link: [4.OA.1]

SMP1, 2, 4, 6;

4.OA.14.NBT.5

How did you calculate the mean? Are the median and mean test scores fairly close to

each other?* What do your one-minute and three–minute scores

on your 50-facts test tell you? What might you learn by graphing your scores

over time?



Day 2910/13 3.5

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

Part 1: Focuses on the relationship of multiplication and division through the use of Multiplication/Division Facts Tables and fact families generated with Fact Triangles. [4.OA.1, 4.NBT.6, 4.MD.2]Part 2:Game: Beat the Calculator [4.NBT.5]Math Boxes: [3-5↔3-1↔3-3]; 1 [4.NBT.2];2, 6 [Foundation]; 3 [ 4.NBT.3]; 4 [4.MD.1]; 5 [4.OA.5]Part 3: Readiness: Division Arrays [4.NBT.6]

SMP1–7;4.OA.1, 4.NBT.5 4.NBT.6,4.MD.2

How can these statements help you solve the original problem?

What statements can be made about the second problem?

How can you use the Multiplication/Division Facts Table to solve division problems?

What other tools can you use to solve division problems?

Day 3010/14 3.6

World Tour: Flying to AfricaTo provide practice interpreting data through theWorld Tour Project.

Getting Started: Mental Math and Reflexes [4.NBT.2]Part 1: Focuses on using mathematical operation to solve problems using real world data such as distance and currency. [4.NBT.3]Part 2: Game: Multiplication Top It [4.NBT.2, 4.NBT.5] Solving Elapsed-Time Problems: [4.MD.2]Math Boxes: [3-6↔3-8]; 1 [Foundation]; 2 [4.NBT.2];3 [Maintain]; 4 [4.NBT.4]; 5 [4.MD.1] Writing/Reasoning: [4.MD.1]Study Link: [4.MD.2]

SMP1–4, 6;

4.NBT.2, 4.NBT.3,4.NBT.44.MD.1, 4.MD.2

What kind of information can you learn from the Country Profile?

How can the Student Reference Book support the World Tour?

Why might someone want to know the exchange rate for the Egyptian pound?

Name other examples of using math in the real world.

Day 3110/15 3.7

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

Part 1: Applies principles of converting measurements from a small one to a large one using the concept of map scales. [4.MD.2]Part 2: Game: Polygon Pair-Up [4.G.1, 4.G.2]Math Boxes: [3-7↔3-9]; 1 [4.MD.2]; 2, 6 [4.OA.5];3 [Maintain]; 4 [4.G.2]; 5 [Foundation] Writing/Reasoning: [4.G.2]Study Link: [4.MD.2]

SMP1–7;4.MD.2

4.NBT.5, 4.G.1,4.G.2

Why is it more accurate to calculate air distances based on measurements to the nearest 1/2 inch instead of to the nearest inch?

Why is the air distance between Chicago and Beijing an estimated distance?

How accurate were your guesses? Why is it important to check your estimates?

Day 3210/16 3.8

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

Getting Started: Mental Math and Reflexes [4.MD.2]Part 1: Focuses on solving multi-step word problems by creating number models. [4.OA.3, 4.MD.2]Part 2:Game: High-Number Toss [4.NBT.2]Math Boxes: [3-8↔3-6]; 1 [Foundation]; 2 [4.NBT.2];3 [Maintain]; 4 [4.NBT.4]; 5 [4.MD.1] Study Link: [4.MD.2]

SMP1–4, 6;

4.OA.3, 4.NBT.2,4.MD.2

Ask for suggestions on how to solve the problem.* Compare different plans for solving the problem.

What can you learn from examining different plans? How could you check whether your solutions make

sense? Why should we check whether our answers make

sense?



Day 3310/19 3.9

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

Getting Started: Mental Math and Reflexes [4.NBT.2]Part 1: Draws upon knowledge of number comparisons to determine the validity of a number sentence. [4.NBT.2]Part 2:Math Boxes: [3-9↔3-7]; 1 [4.MD.2]; 2, 6 [4.OA.5];3 [Maintain]; 4 [4.G.2]; 5 [Foundation] Study Link: [4.NBT.2]

SMP2, 3, 6;

4.NBT.2

The sum of five and eight is equal to thirteen. Ask whether there is another way to write this sentence.*

Why do we use mathematical symbols instead of words?

Refer to this number sentence: 716 – 487 = 616 – 487 Can you tell whether it is true or false before doing the

subtractions?* How? What digits in each number helped you decide? 4,684 + 182 > 4,694 + 482 Can you tell whether it is true or

false before doing the additions?* How? What digits in each number helped you decide?

Day 3410/20 3.10

Parentheses in Number SentencesTo review the use of parentheses in number sentences.

Part 1: Review the use of parentheses in number sentences and use parentheses to evaluate if a number sentence is true or false.Part 2: Game: Name That Number [Foundation]Math Boxes: [3-10↔3-11]; 1 [4.OA.4]; 2 [4.OA.3];3, 5 [Maintain]; 4 [4.G.1]

SMP1–3, 6, 8

4.NBT.6

In a number sentence, what do parentheses indicate? What other symbols do you know how to use in math? How can you make sure you inserted parentheses correctly? What might happen if your parentheses were not in the right

place?

Day 3510/21 3.11

Open SentencesTo introduce vocabulary and notation for open sentences; and to provide practice solving open sentences.

Part 1: Establishes a foundation for algebraic thinking by solving number sentences with missing information.Part 2:Using a Map Scale: [4.MD.2]Math Boxes: [3-11↔3-10]; 1 [4.OA.4]; 2 [4.MD.4];3, 5 [Maintain]; 4 [4.G.1] Writing/Reasoning: [4.OA.4]Part 3: Readiness [4.OA.1]

SMP1–3, 5, 6;

4.OA.1,4.OA.3 4.OA.4,4.MD.2

How does solving these problems change when one key is broken on your calculator?

What do you do when it is hard to find a solution? Do you agree or disagree with Isabel? Explain your answer.* What could you say to Isabel to help her understand?

Day 3610/22 3.12

Progress Check 3To assess students’ progress on mathematical content through Unit 3.

Part 1: Check the progress at the end of Unit 3.ORAL/SLATE: 1. [4.OA.4] 4. [4.MD.1, 4.MD.2]Part 2:Math Boxes: [3-12↔Unit 4]; 1 [4.NF.7]; 2 [4.OA.5];3 [Foundation]; 4 [4.MD.1]; 5 [Maintain]

Day 3710/23 3.12


Part 1: Check the progress at the end of Unit 3.WRITTEN: 1-3. [4.NBT.5, 4.NBT.6] 10-12. [4.NBT.5] 13. [4.NBT.5, 4.NBT.6] 19-20. [4.MD.2] 21. [4.OA.5] 22. [4.OA.4] 29-30. [4.MD.1, 4.MD.2] 31. [4.OA.4] OPEN RESPONSE [4.OA.3]Part 2:Math Boxes: [3-12↔Unit 4]; 1 [4.NF.7]; 2 [4.OA.5];3 [Foundation]; 4 [4.MD.1]; 5 [Maintain]

Unit 4 Decimals and Their Uses

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 3810/26 4.1

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

Getting Started: Mental Math and Reflexes [4.NBT.1]Part 1: Practices identifying places in whole numbers and decimals and values of digits using number lines and place-value charts. [4.NBT.1]Part 2: Game: Polygon Pair-Up [4.G.1, 4.G.2]Math Boxes: [4-1↔4-3]; 1, 5 [Maintain]; 2 [Foundation]; 3 [4.NBT.1]; 4 [4.G.1]; 6 [ 4.NBT.3]Part 3: Enrichment [4.NBT.1]

SMP2, 5–8;4.NBT.1,4.NF.6 4.G.1,4.G.2

How might the relationships between ones, tens, and hundreds help you understand the relationships between tenths, hundredths, and thousandths?

Why do you think our number system is called base-10?

Discuss why the decimal point is necessary.* Discuss the value of each digit.*

Day 3910/27 4.2

Review of Basic Decimal ConceptsTo review basic concepts and notation for decimals through hundredths.

Part 1: Focuses on the relationship between fractions and decimals to the hundredth place. [4.NF.6]Part 2:Game: Baseball Multiplication [4.NBT.5]Math Boxes: [4-2↔4-4]; 1 [4.MD.4]; 2 [Foundation];3 [4.MD.2]; 4, 5 [Maintain]Part 3: Readiness: Base-10 Exchange [4.NF.6]

SMP1, 2, 5, 6;

4.NBT.1 4.NF.6

Why do you need to know what is the ONE, or the whole, when talking about fractions?

When we use base-10 blocks to represent fractions, how can the flat represent the ONE?

Do 0.04 and 4/100 represent the same value? How do you know?

How does representing decimals in different ways help you understand the value?

Day 4010/28 4.3

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

Part 1: Focuses on the comparison of decimal values. [4.NF.7]Part 2:Game: Product Pile-Up [4.NBT.5]Math Boxes: [4-3↔4-1]; 1, 5 [Maintain]; 2 [Foundation]; 3 [4.NBT.1]; 4 [4.G.1]; 6 [4.NBT.3] Study Link: [4.NF.7]Part 3: Readiness: Coin Top-It [4.NF.7]

SMP2, 3, 5, 6;

4.NF.7

Arjun thought that 0.3 was less than 0.15. Explain or draw pictures to help Arjun see that 0.3 is more than 1.5.*

How might explaining other people’s mistakes help your understanding?

How could base-10 blocks help you compare and order decimals?

Why do you need to know the value of each base-10 block when using them to compare decimals?

Day 4110/29 4.4

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

Part 1: Focuses on the uses of decimals in real-world situations through listing, sorting, and problem solving. [4.MD.2]Part 2: Game: Number Top-It (Decimals) [4.NF.7]Math Boxes: [4-4↔4-2]; 1 [Foundation]; 2 [4.NBT.4];3 [4.MD.2]; 4, 5 [Maintain] Study Link: [4.MD.2]Part 3: Readiness [4.MD.2]; Enrichment: Solving Gasoline Mileage Problems [4.MD.2]

SMP1–6;4.NF.7, 4.MD.2

Why is 45.6 miles more precise than 45 miles? How can decimals help you be more precise? Explain your estimation strategies.

Day 4210/30 Flex Day


Unit 4 Decimals and Their UsesDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 4311/2 4.5

Decimal Addition and SubtractionTo extend methods for whole-number addition and subtraction to decimals.

Getting Started: Study Link Follow-Up [4.OA.2]Part 1: Focuses on different methods for decimal addition and subtraction.Part 2:Math Boxes: [4-5↔4-7]; 1 [4.NF.7]; 2, 4 [Maintain];3 [4.OA.5]; 5 [Foundation]; 6 [4.NBT.4]Part 3: Enrichment [4.MD.2]

SMP1–3, 5–7;4.OA.2, 4.MD.2

4.NF.6

Have students discuss why the answer to the problem is incorrect. There are many ways to explain the mistake.*

Which explanation makes the most sense to you? Why? Is it possible to use the same methods for adding and

subtracting decimals that you use for whole numbers?* What other ways might whole number place value help

you understand decimal place value?

Day 4411/3 4.6

Decimals in MoneyTo provide practice adding and subtracting decimals to compute balances in a savings account.

Part 1: Uses estimation, mental arithmetic, and paper-and- pencil algorithms to balance a bank account. [4.MD.2]Part 2: Game: Name That Number [Foundation]Math Boxes: [4-6↔4-9]; 1, 4 [Foundation]; 2 [4.NF.7];3 [4.MD.2]; 5 [4.NBT.2] Writing/Reasoning: [4.MD.1]Study Link: [4.MD.2]Part 3: Readiness and Enrichment [4.MD.2]

SMP1–6;4.MD.1, 4.MD.2

Estimate whether Kate will have more or less than $100.00 at the end of April.*

Why might Kate need to keep track of her bank balance? When have you needed to add or subtract money

amounts in your life?

Day 4511/4 4.7

ThousandthsTo extend basic concepts and notation for decimals through thousandths.

Part 1: Expands decimal understanding to the thousandths place using base-10 blocks and number naming exercises. [4.NBT.1, 4.NF.6, 4.NF.7]Part 2:Math Boxes: [4-7↔4-5]; 1 [4.NF.7]; 2 [Maintain]; 3 [4.OA.5]; 4, 5 [Foundation]; 6 [4.NBT.4]Part 3: Extra Practice: Base-10 Exchange [4.NF.6]

SMP1, 2, 4, 6;4.NBT.1, 4.NF.6,4.NF.7

What happens to the denominator of the fractions 1/10, 1/100, 1/1,000? Why?

How could representations of decimals in the tenths and hundredths help you understand thousandths?

If there are fewer than 1,000 cubes, is the fraction (and the equivalent decimal) less than or greater than 1?*

How many cubes are needed to show a number that is at least 1?*

Day 4611/5 4.8

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

Part 1: Focuses on the relationship between metric units and practices converting measurements. [4.MD.1]Part 2:Game: Fishing for Digits [4.NBT.1, 4.NBT.2]Math Boxes: [4-8↔4-10]; 1 [4.NBT.4]; 2, 5 [4.MD.1];3 [Foundation]; 4 [4.G.2]; 6 [4.NBT.3] Study Link: [4.MD.1]Part 3: Readiness, Enrichment, and ELL Support [4.MD.1]

SMP2, 4–6;4.NBT.1, 4.MD.1

What do the numbers stand for?* What do the smallest marks stand for?* How could knowing the values of each unit help you

convert between different metric units of length? Which objects did you disagree about? Why do you think you did not get the same measurements? What did you do to find a measurement you could agree

upon?

Day 4711/6 Flex Day


Unit 4 Decimals and Their UsesDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 111/9 4.9

Personal References for MetricLengthTo assist students as they establish personal references for metric units of length.

Part 1: Establishes personal references for lengths using the metric system so that length estimations can be made. [4.MD.1]Part 2:Game: Name That Number [Foundation]Math Boxes: [4-9↔4-6]; 1, 4 [Foundation]; 2 [4.NF.7];3 [4.MD.2]; 5 [4.NBT.2] Writing/Reasoning: [4.NF.7]Study Link: [4.MD.1]Part 3: Readiness [4.MD.1]

SMP2–6;4.NF.7, 4.MD.1

What tools could help you find personal references for 1 centimeter? 1 decimeter? 1 meter?

How do tools help you find personal references for units of length?

How did you use your personal references to estimate distances?

How did your estimates compare with the actual lengths?

Day 211/10 4.10

Measuring in MillimetersTo guide students as they measure lengths to the nearest millimeter; and to provide practice converting measurements between millimeters and centimeters.

Part 1: Reinforces understanding of the metric system with measurements in millimeters and conversions to centimeters. [4.OA.2, 4.MD.1]Part 2:Math Boxes: [4-10↔4-8]; 1 [4.NBT.4]; 2, 5 [4.MD.1];3 [Foundation]; 4 [4.G.2]; 6 [4.NBT.3]; Study Link: [4.MD.1]

SMP1, 4–6;4.OA.1

4.OA.2, 4.MD.1

How could you use centimeter marks as a guide to measure in millimeters?

How do larger measurements help you understand smaller measurements?

How do the guidelines help you to measure accurately? Why was it helpful to use your regular ruler and not the

paper ruler?

Day 311/11 4.11


Part 1: Check the progress of students at the end of Unit 4.ORAL/SLATE: 4. [4.MD.1]Part 2:Math Boxes: [4-11↔Unit 5]; 1, 3, 4 [4.NBT.3]; 2 [Maintain]; 5 [4.NBT.4]

Day 411/12 4.11


Part 1: Check the progress of students at the end of Unit 4.WRITTEN: 1-4. [4.NF.7] 5-7. [4.NF.6] 8-9. [4.MD.1] 11A-12B. [4.OA.4] 23-25 [4.NF.6] 26-27. [4.MD.1] 28. [4.MD.2] 29. [4.NF.6] OPEN RESPONSE [4.MD.2]Part 2:Math Boxes: [4-11↔Unit 5]; 1, 3, 4 [4.NBT.3]; 2 [Maintain]; 5 [4.NBT.4]

Day 511/13 Flex Day

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 5 Big Numbers, Estimation, and Computation


Day 611/16 5.1

Extended Multiplication FactsTo extend basic multiplication facts to products of ones and tens and products of tens and tens.

Getting Started: Math Message [4.MD.2]Part 1: Focuses on developing abilities with basic multidigit multiplication using the game Beat the Calculator. [4.OA.1, 4.OA.2, 4.NBT.1, 4.NBT.5]Part 2:Finding Personal References for Customary Units of Length: [4.MD.1] Math Boxes: [5-1↔5-3]; 1 [4.NBT.2]; 2 [4.NBT.5]; 3 [4.NBT.4]; 4 [4.OA.4]; 5 [4.MD.1]; 6 [4.OA.3] Writing/Reasoning: [4.OA.1]Study Link: [4.NBT.5]Part 3: Readiness: Multiplication Top-It [4.NBT.2, 4.NBT.5]

SMP1–8;4.OA.1, 4.OA.2,

4.NBT.1, 4.NBT.5,4.MD.1, 4.MD.2

What patterns helped you figure out the shortcut? How could you use the shortcut to help you? How did your shortcuts for multiplying by tens help you while

playing Beat the Calculator? Without these shortcuts who do you think would win, the

Brain or the Calculator? Why?

Day 711/17 5.2

Multiplication WrestlingTo provide practice with extended multiplication facts; and to introduce the basic principles of multiplication with multidigit numbers.

Part 1: Focuses on practicing multiplication with basic facts and multidigit numbers with a game, Multiplication Wrestling. [4.NBT.2, 4.NBT.5]Part 2:Interpreting a Data Table: [4.MD.2]Math Boxes: [5-2↔5-4]; 1 [4.NF.7]; 2 [4.MD.1];3 [Foundation]; 4 [4.NBT.2]; 5 [4.NBT.6] Study Link: [4.NBT.5]

SMP1–4, 6–8;4.NBT.2, 4.NBT.5,4.MD.24.NF.7

How did you know if you had found the largest possible answer?

Why should you keep trying to solve problems if you don’t get the answer on the first try?

Ask students about the patterns they noticed and the strategies they used while playing and completing the record sheet.*

How could you use these patterns to your advantage when playing Multiplication Wrestling?

Day 811/18 5.3

Estimating SumsTo provide practice deciding whether estimation is appropriate in a given situation; and to provide practice estimating sums.

Part 1: Reinforces skills with estimation of sums through practice with maps and distances. [4.OA.3, 4.NBT.3, 4.MD.2]Part 2:Game: Product Pile-Up [4.NBT.5]Math Boxes: [5-3↔5-1]; 1 [4.NBT.2]; 2 [Maintain];3 [4.NBT.4]; 4 [4.OA.4]; 5 [4.MD.2]; 6 [4.OA.3] Writing/Reasoning: [4.MD.2]Study Link: [4.NBT.3]Part 3: Readiness [4.NBT.3]; Enrichment and Extra Practice [4.MD.2]

SMP1, 3, 4–6;4.OA.3,

4.NBT.3,4.MD.2

Is it always necessary to find the exact answer? When is it appropriate or useful to estimate? How did you make your estimates? Why did you do it this

way? Why did the problems ask for estimates instead of exact

answers?

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 5 Big Numbers, Estimation, and Computation


Day 911/19 5.4

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

Part 1: Focuses on development of estimation abilities by making magnitude estimates on a magnitude bar. [4.NBT.3, 4.NBT.5, 4.MD.2]Part 2:Game: Multiplication Wrestling [4.NBT.2, 4.NBT.6]Math Boxes: [5-4↔5-2]; 1 [4.NF.7]; 2 [4.MD.1];3 [Foundation]; 4 [4.NBT.2]; 5 [4.NBT.6] Study Link: [4.NBT.3, 4.NBT.5, 4.MD.2]Part 3: Readiness [4.NBT.3]

SMP1, 3–6, 8;

4.NBT.3, 4.NBT.5,4.MD.2

Based on your answers to Problems 1–3, do you think like you eat like an average American? Explain why or why not.*

Why do you think the U.S. Department of Agriculture collects the food survey data?

How can you check whether your estimates make sense? How can an exact answer help you check your

estimate?

Day 1011/20

Day 1112/1

5.5

Partial-Products Multiplication(Part 1)To review and provide practice with the partial- products algorithm for 1-digit multipliers.

Getting Started: Math Message [4.MD.2]Part 1: Practices the partial-products algorithm for 1-digit multipliers. [4.NBT.5]Part 2:Math Boxes: [5-5↔5-7]; 1, 5 [Foundation]; 2 [4.NBT.3]; 3 [Maintain]; 4 [4.NBT.2] Study Link: [4.NBT.5]Part 3: Enrichment [4.OA.3]

SMP1–6, 8;4.OA.3, 4.NBT.5,4.MD.2

Have students share solution strategies.* Was there a strategy shared you might try when solving a

problem? How was this strategy different? Explain how you made your estimate using these numbers. Explain how estimation can help you decide whether an

answer to a multiplication problem makes sense.*

Day 1212/2

Day 1312/3

5.6

Partial-Products Multiplication(Part 2)To introduce and provide practice with the partial- products algorithm for 2-digit multipliers.

Getting Started: Mental Math and Reflexes [4.NBT.5]Part 1: Extends student understanding of the partial products algorithm from 1-digit multipliers to 2-digit multipliers. [4.NBT.3, 4.NBT.5, 4.MD.2]Part 2: Game: Name That Number [Foundation]Math Boxes: [5-6↔5-8↔5-10]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [4.MD.2] Study Link: [4.NBT.5]Part 3: Readiness [4.NBT.5]; Enrichment: Scoring a Dart Game; Writing Multiplication Stories [4.OA.3]

SMP1, 2, 4–8;

4.OA.3, 4.NBT.3,4.NBT.5, 4.MD.2

Why are you asked to estimate the products before finding the exact answers?

Why is it important to check whether your answer makes sense?

Explain how the partial-products algorithm is similar to finding a team’s score in a game of Multiplication Wrestling.*

How are they different?

Day 1412/4 5.7

Lattice MultiplicationTo review and provide practice with the lattice method for multiplication.

Part 1: Reviews and practices the lattice method of multiplication with both 1- and 2-digit multipliers. [4.NBT.5]Part 2: Game: Multiplication Top-It [4.NBT.2, 4.NBT.5]Math Boxes: [5-7↔5-5]; 1, 5 [Foundation]; 2 [4.NBT.3];3 [Maintain]; 4 [4.NBT.2] Writing/Reasoning: [4.MD.2]Study Link: [4.NBT.5]Part 3: Readiness [4.NBT.5]

SMP2, 5–8;4.NBT.5, 4.MD.2

How does the lattice method use place value? What rules do you need to follow while doing lattice

multiplication problems? How can it help to check your answers with a partner?


Unit 5 Big Numbers, Estimation, and ComputationDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 1512/7 5.8

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

Getting Started: Mental Math and Reflexes [4.NBT.2]Part 1: Explores large digit numbers and their relationships using place-value charts and dot paper activities. [4.NBT.1, 4.NBT.2]Part 2: Analyzing a Data Table: [4.OA.2]Math Boxes: [5-8↔5-6↔5-10]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [4.OA.2] Writing/Reasoning: [4.OA.3]Study Link: [4.NBT.2]Part 3: Readiness: High-Number Toss [4.NBT.1, 4.NBT.2]; Enrichment: Estimating the Number of Dots and the Weight of Paper Needed to Fill the Classroom; Exploring Big Number in How Much is a Million? [4.OA.3, 4.NBT.1, 4.NBT.2]

SMP1–7;4.OA.2, 4.OA.3,

4.NBT.1, 4.NBT.24.NBT.54.OA.1

Why are the commas important when reading and writing large numbers?

Why is it important to read and write large numbers correctly?

How did you use the array to find patterns? How did you extend the patterns to determine that there

are 1 million dots in a ream of paper?

Day 1612/8 5.9

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

Getting Started: Mental Math and Reflexes [4.NBT.2]Part 1: Practices base-10 powers using exponential notation and place-value charts. [4.NBT.1, 4.NBT.2]Part 2: Game: Polygon Pair-Up [4.G.1, 4.G.2]Math Boxes: [5-9↔5-11]; 1 [4.NBT.3]; 2 [4.NBT.2]; 3 [4.G.1]; 4 [Foundation]; 5 [4.NBT.5]; 6 [4.MD.5, 4.MD.6] Writing/Reasoning: [4.G.1]Study Link: [4.NBT.1]

SMP2–4, 6–8;

4.OA.54.NBT.1, 4.NBT.2,

4.G.1, 4.G.2

What other very large numbers are referred to in the World Tour section?

Why do you think people use scientific notation to represent very large numbers?

Ask students to look for patterns in their completed charts.*

What do the patterns tell you about the value of each place?

Day 1712/9

Day 1812/10

5.10

Rounding and Reporting LargeNumbersTo discuss sensible ways of reporting a count when a large number of items has been counted; and to practice rounding numbers.

Part 1: Focuses on rounding large numbers and their reliability in real life-scenarios such as baseball stadium attendance. [4.NBT.3]Part 2:Math Boxes: [5-10↔5-6↔5-8]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [4.OA.2] Study Link: [4.NBT.3] SMP1, 3–6;

4.NBT.34.NBT.5

Which version of the marathon count would you report: 9,059; 9,060; 9,100; or 9,000? Explain your answer.*

Would you include a rough estimate or the most accurate count in your report? Why?

What do the attendance figures tell you? How accurate do you think the figures are? How do tables help you interpret the data?

Day 1912/11 5.11

Comparing DataTo guide students as they look up and compare numerical data, including geographical measurements.

Part 1: Focuses on data comparisons for real world data including identifying minimums and maximums. [4.NBT.2]Part 2: Solving Addition and Subtraction Number Stories: [4.OA.3, 4.MD.2] Math Boxes: [5-11↔5-9]; 1 [4.NBT.3]; 2 [4.NBT.2]; 3 [4.G.1]; 4 [Foundation]; 5 [4.NBT.5]; 6 [4.MD.5, 4.MD.6] Study Link: [4.NBT.2]Part 3: Readiness: Number Top-It [4.NBT.2]; Extra Practice:High-Number Toss [4.NBT.1, 4.NBT.2]

SMP2–6;4.OA.3,

4.NBT.2,4.MD.2

Which digits tell you that Everest is taller than K-2?* When comparing large numbers with the same number

of digits, which digits should you consider? Why is it useful to know the temperature of a region?


Unit 5 Big Numbers, Estimation, and ComputationDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 2012/14 5.12


Part 1: Check the progress of students at the end of Unit 5.ORAL/SLATE: 1. [4.NBT.2] 2. [4.NBT.3, 4.NBT.4] 4. [4.NBT.2]Part 2: Math Boxes: [5-12↔Unit 6]; 1 [4.OA.3]; 2 [4.MD.2]; 3 [Foundation]; 4 [4.G.1]; 5 [4.NBT.6]

Day 2112/15 5.12


Part 1: Check the progress of students at the end of Unit 5.WRITTEN: 1-2. [4.OA.3] 3-6. [4.NBT.5] 12. [4.MD.1] 13-15. [4.OA.5] 16A-17B. [4.NBT.5, 4.OA.3] 18-20. [4.OA.1, 4.OA.3] 21. [4.MD.1] OPEN RESPONSE [4.OA.3]Part 2: Math Boxes: [5-12↔Unit 6]; 1 [4.OA.3]; 2 [4.MD.2]; 3 [Foundation]; 4 [4.G.1]; 5 [4.NBT.6]

Unit 6 Division; Map Reference Frames; Measures of AnglesDay Lesson Title/Objective Focus CCSS Guiding Questions

Day 2212/16 6.1

Multiplication and Division NumberStoriesTo provide practice solving multiplication and division number stories by using diagrams to organize information.

Part 1: Implements Multiplication/Division Diagrams to organize information and create number models. [4.OA.2, 4.OA.3, 4.NBT.6]Part 2:Math Boxes: [6-1↔6-3]; 1, 5 [Maintain]; 2 [4.NBT.3];3 [4.NBT.5]; 4 [Foundation] Writing/Reasoning: [4.NBT.3]Study Link: [4.OA.3]Part 3: Readiness: Division Arrays [4.NBT.6]; Enrichment[4.OA.3, 4.MD.2]

SMP1–6;4.OA.2, 4.OA.3,

4.NBT.3, 4.NBT.6,4.MD.2

How can this diagram help you explain multiplication? How can diagrams help you organize information? How can the Multiplication/Division Diagrams help you

solve number stories? How are a Multiplication/Division Diagram and a

number sentence alike?

Day 2312/17 6.2

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

Part 1: Focuses on using a multiples-of-10 strategy to solve equal-grouping division number stories. [4.OA.3, 4.NBT.6]Part 2: Game: High-Number Toss [4.NBT.1, 4.NBT.2]Math Boxes: [6-2↔6-4]; 1 [4.OA.3]; 2, 3 [Foundation];4 [4.MD.1]; 5 [4.NF.1] Study Link: [4.OA.3]Part 3: Readiness and Extra Practice: Buzz and Bizz-Buzz[4.OA.4]

SMP1–8;4.OA.3, 4.OA.4,

4.NBT.2, 4.NBT.6

Which strategies might you use to solve other division number story problems? Why?

Why is it helpful to share different strategies for solving problems?

How did multiples help you solve division problems? How do the lists of multiples help you estimate the

quotient?

Day 2412/18

Day 2512/21

6.3

The Partial-Quotients DivisionAlgorithm, Part 1To introduce and provide practice with a “low- stress” division algorithm for 1-digit divisors.

Getting Started: Math Message [4.MD.2]Part 1: Focuses on an algorithm for division that allows students to build up the quotient by working with “easy” numbers. [4.OA.3, 4.NBT.6]Part 2: Math Boxes: [6-3↔6-1]; 1, 5 [Maintain]; 2 [4.NBT.3];3 [4.NBT.5]; 4 [Foundation] Study Link: [4.OA.3, 4.NBT.6]Part 3: Enrichment [4.MD.2]; Extra Practice: Division Dash[4.NBT.4, 4.NBT.6]

SMP1–8;4.OA.3, 4.NBT.6,

4.MD.2

Decide what you need to find out.* Identify the data you need to solve the problem.* Decide what to do to find the answer.* How can it help you to have a plan for solving a

problem? What does your summary number model represent? How is a summary number model like a number model

with an unknown? How is it different?

Everyday Math Common Core Pacing Guide – Grade 4 Assessments are in REDUnit 6 Division; Map Reference Frames; Measures of Angles


Day 2612/22 6.4

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

Part 1: Practices methods for dealing with remainders such as writing them as fractions, rounding, or ignoring them. [4.OA.3, 4.NBT.6, 4.MD.2]Part 2:Game: Division Dash [4.NBT.4, 4.NBT.6]Math Boxes: [6-4↔6-2]; 1 [4.OA.3]; 2, 3 [Foundation]; 4 [4.MD.1]; 5 [4.NF.1]Study Link: [4.OA.3, 4.NBT.6]Part 3: Enrichment [4.OA.3, 4.OA.4]

SMP1–4, 6;4.OA.3, 4.OA.4,

4.NBT.6, 4.MD.2

What do the quotient 4 and remainder 1 represent?* Should the 1 be ignored?* Name a situation when you could ignore a remainder. Why do you need to consider remainders when sharing

things in real life?

Day 2712/23

FLEX

Day 281/4 6.5

Rotations and AnglesTo review rotations; and to guide students as they make and use a full-circle protractor.

Part 1: Practices rotations by creating full-circle protractors and measuring angles and elapsed time in degrees. [4.MD.2, 4.MD.5a, 4.MD.5b]Part 2:Solving Elapsed-Time Problems: [4.MD.2]Math Boxes: [6-5↔6-7]; 1 [Foundation]; 2, 6 [Maintain]; 3 [4.OA.3]; 4 [4.NBT.5]; 5 [4.MD.1]Part 3: Enrichment and Extra Practice: Robot [4.MD.5a, 4.MD.5b]

SMP1–6;4.MD.2,

4.MD.5a,4.MD.5b

How do the straws help you visualize an angle? How can a tool help you determine an angle measure? How are your straw angles like hands on a clock? How does finding elapsed time on a clock help you find the

degrees the minute hand has moved?

Day 291/5 6.6

Using a Full-Circle ProtractorTo provide practice using a full-circle protractor to measure and draw angles less than 360.

Part 1: Practices measuring and drawing angles using a full- circle protractor. [4.MD.5a, 4.MD.5b, 4.MD.6]Part 2:Game: Division Dash [4.NBT.4, 4.NBT.6]Math Boxes: [6-6↔6-9]; 1, 5 [Foundation]; 2 [4.MD.2];3 [4.NBT.6]; 4 [4.NBT.2] Writing/Reasoning: [4.MD.2] Study Link: [4.MD.6]Part 3: Readiness [4.MD.5a, 4.MD.5b]; Enrichment: Angle Add- Up [4.MD.7]; Extra Practice: Angle Tangle [4.MD.6]

SMP2, 3, 5–8;4.NBT.6, 4.MD.2,

4.MD.5a, 4.MD.5b,

4.MD.6, 4.MD.7

What are common properties of angles? Why is it helpful to know the properties of

angles? How do you read angle measures on a full-

circle protractor? What mistakes might someone make when

using a full-circle protractor?



Day 301/6 6.7

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

Part 1: Focuses on the identification and calculation of angles using addition, subtraction, and a half-circle protractor. [4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7]Part 2:Math Boxes: [6-7↔6-5]; 1 [Foundation]; 2, 6 [Maintain];3 [4.OA.3]; 4 [4.NBT.5]; 5 [4.MD.1] Study Link: [4.MD.6]

SMP1–6;4.MD.5a, 4.MD.5b,

4.MD.6, 4.MD.74.NF.6

How might you estimate whether an angle has a measure that is more than 90or less than 90(is acute or is obtuse)?

How did your estimates compare with your actual measurements of the angles?

How did estimation help you determine if you used the protractor correctly?

Day 311/7 6.8

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

Getting Started: Mental Math and Reflexes [4.OA.3]Part 1: Focuses on using maps to develop skills with rectangular coordinates and distance estimation using a scale. [4.OA.3]Part 2:Game: Angle Tangle [4.MD.6, 4.MD.7]Finding Real-Life Angle Measures: [4.MD.5a, 4.MD.5b,4.MD.7]Math Boxes: [6-8↔6-10]; 1, 2, 4 [Foundation]; 3 [4.G.1];5 [4.NBT.3]; 6 [4.NF.2]

SMP1, 2, 4–6, 8;

4.OA.3, 4.MD.5a,4.MD.5b, 4.MD.6,4.MD.7

Why is the order of the numbers in parentheses important?

What rules do you need to follow when locating points on a coordinate grid using ordered pairs?

Have students compare estimates and strategies.*

Why are the estimates obtained by the last two methods probably less than the actual length?*

Day 321/8 6.9

Global Coordinate Grid SystemTo introduce latitude and longitude; to provide practice finding the latitude and longitude of places on a globe and a map; and to identify places given the latitude and longitude.

Part 1: Practices locating places on regional and world maps and globes using a coordinate grid.Part 2:Game: Over and Up Squares [Foundation]Math Boxes: [6-9↔6-6]; 1, 5 [Foundation]; 2 [4.OA.3]; 3 [4.NBT.6]; 4 [4.NBT.2]

SMP1–4, 64.OA.14.OA.3

Why are latitude lines called parallels? How might knowing what parallel lines are

help you understand differences between latitude and longitude lines?

If a location did not fall exactly on the lines of latitude and longitude, how did you and your partner agree on an estimate?

How can working with a partner help you solve problems?

Day 331/11

Day 341/12

6.10

The Partial-Quotients DivisionAlgorithm, Part 2To provide practice with a “low-stress” division algorithm for 2-digit divisors.

Part 1: Reviews the algorithm learned in Lesson 6-3 and applies it to problems with 2-digit divisors. [4.OA.3, 4.NBT.6]Part 2:Math Boxes: [6-10↔6-8]; 1, 2, 4 [Foundation]; 3 [4.G.1]; 5 [4.NBT.3]; 6 [4.NF.2]Study Link: [4.OA.3, 4.NBT.6]Part 3: Readiness: Division Dash [4.NBT.4, 4.NBT.6]

SMP1, 2, 4–8;4.OA.3, 4.NBT.6

What are different ways to represent dividing 246 into equal groups of 12 using only math symbols?

Why are there so many ways to represent problems?

How might you use the “Easy Multiples” list to help you solve division problems?



Day 351/13 6.11


Part 1: Check the progress of students at the end of Unit 6.ORAL/SLATE: 1. [4.MD.2] 2. [4.MD.2, 4.OA.3] 3. [4.G.1] Part 2:Math Boxes: [6--11↔Unit 7]; 1, 2, 4 [Maintain];3, 5 [Foundation]

Day 361/14 6.11


Part 1: Check the progress of students at the end of Unit 6.WRITTEN: 1-2. [4.OA.3] 3-4. [4.NBT.6] 5. [4.OA.2, 4.OA.3] 6-7. [4.G.1, 4.MD.5A, 4.MD.5B, 4.MD.6] 10A-D. [4.NBT.3] 11. [4.MD.5B, 4.MD.6] 12-13. [4.MD.6] 14-15. [4.NBT.6] OPEN RESPONSE [4.MD.2, 4.OA.1]Part 2:Math Boxes: [6--11↔Unit 7]; 1, 2, 4 [Maintain];3, 5 [Foundation]

Day 371/15

FLEX

Web viewFocuses on the construction of convex and nonconvex polygons and the definitions of polygon...

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