I can fluently multiply within 100 using strategies and properties. (i.e., associative property of multiplication; basic facts) I/E R R
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1 FOURTH GRADE BROKEN ARROW MATH Operations and Algebraic Thinking: Use the four operations with whole numbers to solve problems *BA 1 I can explain how a multiplication equation can be used to compare. (i.e., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5) *BA 2 I can multiply or divide to solve word problems that use multiplication to compare. (i.e., this can be accomplished by using drawings and equations with a symbol for the unknown number 3 x = 18) BA/PASS 1:2 I can solve multistep word problems using the four operations. I can interpret the meanings of remainders. I can represent problems using equations with a letter standing for the unknown quantity (variable). I can decide if my answer makes sense using mental math, estimation, and rounding. Operations and Algebraic Thinking: Gain familiarity with factors and multiples BA/PASS 1:3; BA/PASS 2:2b(i) NE I E I can fluently multiply within 100 using strategies and properties. (i.e., associative property of multiplication; basic facts) I can fluently divide within 100 using strategies and properties such as associating with like multiplication facts. *BA 3 I can find factor pairs for whole numbers I can recognize a whole number as a multiple of each of its factors. I can decide whether a whole number (1-100) is a multiple of a given one-digit number. I can determine if a whole number (1-100) is prime or composite. Operations and Algebraic Thinking: Generate and analyze patterns BA/PASS 1:1 I can create a number or shape pattern that follows a given rule and identify characteristics that are not part of the rule. I can discover, describe, extend, and create a wide variety of patterns using tables, graphs, rules, and verbal models (i.e., determine the rule from a table or function machine, extend visual and number patterns) I E R 1
2 Number and Operations in Base Ten: Generalize place value understanding for multi-digit whole numbers BA/PASS 2:1 a (i) BA/PASS 2:1b (i) I can apply the concept of place value through 6 digits understanding that a digit represents ten times what it would be to its right. (i.e., write numbers in expanded form) I can read and write multi-digit whole numbers using numerals, number names, and expanded form. I can compare and order two multi-digit whole numbers using >,< and =. *BA 4 I can round multi-digit whole numbers to any place. Number and Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic *BA 5 I can fluently add and subtract multi-digit numbers. BA/PASS 2:2a I can multiply a four digit whole number by a one digit whole number using strategies and properties of operations to solve application problems. I can represent and explain the calculation using an equation, rectangular array, and/or area models. PASS 2:2b (ii) BA/PASS 2:2b (iii) I can estimate the quotient with one- and two-digit divisors and a two- or three-digit dividend to solve application problems. I can apply strategies to find whole-number quotients (with or without remainders) with up to four-digit dividends and one-digit divisors. I can represent and explain the calculation using an equation, rectangular array, and/or area models. Number and Operations-Fractions: Extend understanding of fractions equivalence and ordering *BA 6 I can explain why fractions are equivalent using fraction models. I can recognize and create equivalent fractions. *BA 7 I can compare two fractions with different numerators and denominators using >, <, and =. I can show the comparison using a fraction model from the same whole. 2
3 Number and Operations-Fractions: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers BA/PASS 2:1b(iii) I can compare, add, or subtract fractions with like denominators using physical or pictorial models. *BA 8 *BA 9 I can break apart a fraction into a sum of fractions with the same denominator in more than one way. (i.e., 3/8 = 1/8 +1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = /8 = 8/8 + 8/8 + 1/8) I can record each sum of fractions using an equation. I can prove my equation using a fraction model. I can add mixed numbers with like denominators. I can subtract mixed numbers with like denominators. NE I E *BA 10 I can solve word problems using addition of fractions with the same denominator. I can solve word problems using subtraction of fractions with the same denominator. *BA 11 I can use a visual fraction model to show that fractions have multiples. (i.e., use a visual fraction model to represent 5/4 as the product 5 x 1/4, recording the conclusion by the equation 5/4 = 1 1/4) *BA 12 I can begin to use a fraction model to multiply a fraction by a whole number. NE NE I *BA 13 I can begin to use fraction models to solve word problems involving multiplication of a fraction by a whole number. NE NE I Numbers and Operations-Fractions: Understand decimal notation for fractions, and compare decimal fractions. BA/PASS 2:1a(ii) *BA 14 I can model, read, write and rename decimal numbers to the hundredths and relate those to fractions with denominators of 10 or 100. I can make an equivalent fraction for tenths as hundredths. I can make an equivalent fraction for tenths as hundredths; therefore I can add fractions for tenths and hundredths. I E R 3
4 BA/PASS 2:1b(i) I can compare two decimals to hundredths according to their size using <, > and =. I can show the comparison when the two decimals are from the same whole. PASS 2:1b (ii) I can prove the results using a visual model. I can use 0, 1/2, and 1 or 0, 0.5, and 1 as benchmarks and place additional fractions, decimals, and percents on a number line (i.e., 1/3, ¾, 0.7, 0.4, 62%, 12%) NE I E Measurement and Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit PASS 4:1a I can estimate the measures of a variety of objects using customary units. NE NE R PASS 4:1b I can relate metric units to everyday objects to estimate the measures of a variety of objects. (i.e., mass; the mass of the raisin is about 1 gram, length; the width of a finger is about 1 centimeter) PASS 4:1c I can select appropriate customary and metric units of measure and measurement instruments to solve problems involving length, weight, mass, area, and volume. *BA 15 I can determine the relative sizes of measurement within one system of units. (i.e., km, m, cm; kg, g; lb., oz.; 1, ml; hr., min, sec.) I can convert measurements from a larger unit to a smaller unit or smaller unit to larger unit within the same system. (i.e., a 4 ft. snake as 48 in.) NE NE R NE NE R *BA 16 BA/PASS 4:1d I can use the four operations to solve word problems including distance, time, volume, mass, and money. I can express measurements in a larger unit in terms of smaller units using simple fractions or decimals. (i.e., an inch is 1/12 of a ft.) I can use grids to develop and use the concept of area of different shapes to solve problems. I can use the area and perimeter formulas in real world math problems. (i.e., tile needed to floor a room 8 ft. by 12 ft.) 4
5 Measure and Data: Time, Temperature, and Money PASS 4:2a I can solve elapsed time problems. PASS 4:2b I can read thermometers using different intervals and solve for temperature change. PASS 4:3 I can determine the correct amount of change when a purchase is made with a twenty dollar bill. Measurement and Data: Represent and Interpret Data PASS 5:1a I can read, interpret, and ask and answer questions about data displays such as tallies, tables, charts, and graphs. BA/PASS 5:1b PASS 5:2 I can collect, organize, and record data in tables and graphs such as line graphs, bar graphs, pictographs. (i.e., make a line plot using fractional units to solve problems) I can predict the probability of outcomes of simple experiments using words such as certain, equally likely, impossible. PASS 5:3 I can determine the median, mode, and the range of a set of data. Measurement and Data: Geometric measurement: Understand concepts of angle and measure angles *BA 17 I can use degrees to measure angles. *BA 18 I can read the degree of an angle. *BA 19 I can use a protractor to construct and measure angles. *BA 20 I can recognize the sum of the angle parts is equal to the whole angle. I can solve addition and subtraction problems with unknown angles on a diagram. Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles PASS 3:1 I can identify, draw, and construct models of intersecting, parallel, and perpendicular lines. BA/PASS 3:2 I can recognize and identify right angles. I can identify and compare angles equal to, less than, or greater that a right angle of 90 degrees. 5
6 BA/PASS 3:3 PASS 3:4 *BA 21 I can draw geometric figures. (i.e., draw points, lines, line segments, angles (right, acute, obtuse), and perpendicular and parallel lines) I can use two- and three-dimensional figures to identify geometric terms. (i.e., regular and irregular polygons including triangles, quadrilaterals, pentagons, hexagons, heptagons, and octagons; solid figures such as cylinders, spheres, rectangular prisms, etc.) I can describe the effects on two-dimensional objects when they slide (translate), flip (reflect), and turn (rotate). I can recognize a line of symmetry. I can identify a figure with a line of symmetry. I can draw a line of symmetry. KEY: (PASS) = PASS skill; *(BA) = BA skill added to increase rigor; (BA/PASS) = PASS skill currently aligned with BASOI 6
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Common Core State Standards Alignment Codes Everyday Math Strands & Goals Alignment Codes OA; Operations and Algebraic Thinking NBT; Number and Operations in Base Ten NOF; Number and Operations - Fractions
More informationMathematics LV 4 (with QuickTables)
Mathematics LV 4 (with QuickTables) This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence
More informationEveryday Mathematics
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationWe want students to understand that all numbers have parts, values, uses, types, and we use operations and reasonableness to work with them.
Grade 4 - Fractions Essential Questions: 1. Why do we use numbers, what are their properties, and how does our number system function? 2. Why do we use estimation and when is it appropriate? 3. What makes
More information3 rd Grade Math 4 th Grade Math
3 rd Grade Math 4 th Grade Math Standards for Mathematical Practice Mathematical Practices are listed with each grade s mathematical content standards to reflect the need to connect the mathematical practices
More informationROCHESTER COMMUNITY SCHOOL MATHEMATICS SCOPE AND SEQUENCE, K-5 STRAND: NUMERATION
STRAND: NUMERATION Shows one-to-one correspondence for numbers 1-30 using objects and pictures Uses objects and pictures to show numbers 1 to 30 Counts by 1s to 100 Counts by 10s to 100 Counts backwards
More informationMathematics Curriculum Grade 3
3A.Numbers and Operations Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems 3A.1 3A.2 3A.3 Apply place-value concepts and numeration
More informationFirst Trimester Second Trimester Third Trimester
STANDARD 1 Number Sense: Develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics
More informationMath Lesson Plan 3rd Grade Curriculum Total Activities: 190
TimeLearning Online Learning for Homeschool and Enrichment www.timelearning.com Languages Arts, Math and more Multimedia s, Interactive Exercises, Printable Worksheets and Assessments Student Paced Learning
More informationMathematics LV 5 (with QuickTables)
Mathematics LV 5 (with QuickTables) This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence
More informationScott Foresman Investigations in Number, Data, and Space Content Scope & Sequence
Scott Foresman Investigations in Number, Data, and Space Content Scope & Sequence Correlated to Academic Language Notebooks The Language of Math Grade 4 Content Scope & Sequence Unit 1: Factors, Multiples,
More information3rd grade students: 4th grade students: 5th grade students: 4.A Use the four operations with whole numbers to solve problems.
3rd grade students: 4th grade students: 5th grade students: 3.A Represent and solve problems involving multiplication and division. A.1 Interpret the factors and products in whole number multiplication
More informationSand Springs Public Schools 3rd Grade Math Common Core State Standards
1 st Six Weeks Patterns and Relationships Algebraic Reasoning: Patters and Re la tio n s h ip s The student will use a variety of problem-solving approaches to extend and create patterns. A 1.1 Describe
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