Weeks 1 3 Weeks 4 6 Unit/Topic Topic: Topic: Number and Operations in Base 10

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1 Weeks 1 3 Weeks 4 6 Unit/Topic Topic: Topic: Nuber and Operations in Base 10 FLOYD COUNTY SCHOOLS CURRICULUM RESOURCES Building a Better Future for Every Child - Every Day! Suer 2013 Subject Content: Grade Indicates the Curriculu Map Unit/Topic Topic: Operations with Algebraic Thinking In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards 4.NBT.1 : Recognize that in a ulti- digit whole nuber, a digit in one place represents 10 ties what it represents in the place to its right. 4.NBT.3: Use place value understanding to round ulti- digit whole nubers to any place. 4.NBT.2: Read and write ulti- digit whole nubers using base ten nuerals, nuber naes, and expanded for. Copare two ulti- digit nubers based on eaning of the digits in each place, using greater than, less than, or equal to sybols to record the results of coparisons. 4.NBT.4: Fluently add and subtract ulti- digit whole nubers using the standard algorith. 4.OA.3: Solve ultistep word probles posed with whole nubers and having whole- nuber answers using the four operations, including probles in which reainders ust be interpreted. Represent these probles using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using ental coputation and estiation strategies including rounding. In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards 4.OA.1: Interpret a ultiplication equation as a coparison, e.g., interpret 35= 5 7 as a stateent that 35 is 5 ties as any as 7 and 7 ties as any as 5. Represent verbal stateents of ultiplicative coparisons as ultiplication equations. 4.OA.2: Multiply or divide to solve word probles involving ultiplicative coparison, e.g., by using drawings and equations with a sybol for the unknown nuber to represent the proble, distinguishing ultiplicative coparison fro additive coparison. 4.OA.4: Find all factor pairs for a whole nuber in the range Recognize that a whole nuber is a ultiple of each of its factors. Deterine whether a given whole nuber in the range is a ultiple of a given one- digit nuber. Deterine whether a given whole nuber in the range is prie or coposite. 4.OA.5: Generate a nuber or shape pattern that follows a given rule. apparent features of the pattern that were not explicit in the rule itself. For exaple, given the rule Add 3 and the starting nuber 1, generate ters in the resulting sequence and observe that the ters appear to alternate between odd and even nubers. Explain inforally why the nubers will continue to alternate in this way.

2 IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. CURRICULUM CURRICULUM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Place Value Read, Write, Copare Nubers Read, Write, Copare Nubers Rounding Add and Subtract Multi Digit Nubers Multiplication Equation/Coparison Multiplicative Coparison Factor Pairs Multiples Patterns *I can recognize that in a ulti- digit whole nuber, a digit in one place represents ten ties what it represents in the place to its right. * I can read and write ulti- digit whole nubers using base- ten nuerals, nuber naes, and expanded for. Copare two ulti- digit nubers based on eaning of the digits in each place, * I can use place value understanding to round ulti- digit whole nubers to any place. * I can add and subtract ulti- digit whole nubers using the standard algorith. *I can interpret a ultiplication equation as a coparison, e.g. interpret 35= 5 X 7 as a stateent that 35 is 5 ties as any as 7 and 7 ties as any as 5. *I can ultiply or divide to solve word probles in solving ultiplicative coparison. *I can find all factor pairs for a whole nuber in the range Recognize that a whole nuber is a ultiple of each of its factors. Deterine whether a given whole nuber in the range is a ultiple of a given one digit nuber. Deterine whether a given whole nuber in the range is prie or coposite. *I can generate a nuber or shape pattern that follows a given rule. apparent features of a pattern that were not explicit in the rule itself.

3 using greater than, less than and equal to sybols to record the results of coparisons. Multi- digit Copare Round Digit Value Place value Multi- digit Copare Round Digit Value Place value Su Difference Equation Factors Product Multiple Prie Coposite Array Odd Nubers Even Nubers Pattern Multiple Product Skip Count Sequence Function Variable Expression Equation Topic 1 Topic 1 Topic 2 Topic 3 Envisions Math Topic 3 Envisions Math Topic 3 Have students identify place value positions to (1,000,000). Have students round ulti- digit whole Have students identify place value positions to (1,000,000). Have students round ulti- digit whole Have students identify place value positions to (1,000,000). Have students round ulti- digit whole Use arrays to copare quantities Use arrays to ultiply Use patterns to Use ultiplication charts to find factors & products Use patterns in ultiplication Show students odels of a variety of patterns (shapes, nubers, letters) Teacher & students create

4 nubers to any place value position. (1,000,000). Have students read and write whole nubers using standard, expanded, and word for. nubers to any place value position. (1,000,000). Have students read and write whole nubers using standard, expanded, and word for. nubers to any place value position. (1,000,000). Have students read and write whole nubers using standard, expanded, and word for. ultiply facts to find factors Use odd and even nubers to deterine prie and coposite nubers Instruct students to look at the ones place in ulti- digit nubers when deterining prie and coposite nubers patterns together using anipulatives and nubers Use ultiplication facts to create patterns Use skip counting to create patterns Use function tables to write expressions to find a pattern Quiz, Hands On work in sall groups or individuals Quiz, Hands On work in sall groups or individuals will design the coon will design the coon will design the coon will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade wil design the coon assessents, i.e., grade

5 assessents, i.e., grade assessents, i.e., grade assessents, i.e., grade Place Value Base 10 blocks, textbook Topic 1 Education City o Place Value Base 10 blocks, textbook Topic 1 Education City o Place Value Base 10 blocks, textbook Topic 1 Education City o Matheatics Topic 2 Series Education City o Education City o Matheatics Series United Streaing Variety of ath anipulatives (letters, nubers,shapes) Weeks 7-9 Unit/Topic Topic: Operations with Algebraic Thinking Weeks Unit/Topic Topic: Operations with Algebraic Thinking In this section IDENTIFY In this section IDENTIFY

6 CORE CONTENT 4.1 Coon Core Standards 4.NBT.6: Find whole- nuber quotients and reainders with up to four- digit dividends and one- digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between ultiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area odels. 4.OA.2: Multiply or divide to solve word probles involving ultiplicative coparison, e.g., by using drawings and equations with a sybol for the unknown nuber to represent the proble, distinguishing ultiplicative coparison fro additive coparison. 4.NBT.5: Multiply a whole nuber of up to four digits by a one- digit whole nuber, and ultiply two two- digit nubers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area odels. 4.OA.3: Solve ultistep word probles posed with whole nubers and having whole- nuber answers using the four operations, including probles in which reainders ust be interpreted. Represent these probles using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using ental coputation and estiation strategies including rounding. 4.OA.5: Generate a nuber or shape pattern that follows a given rule. apparent features of the pattern that were not explicit in the rule itself. For exaple, given the rule Add 3 and the starting nuber 1, generate ters in the resulting sequence and observe that the ters appear to alternate between odd and even nubers. Explain inforally why the nubers will continue to alternate in this way. CORE CONTENT 4.1 Coon Core Standards 4.NBT.5: Multiply a whole nuber of up to four digits by a one- digit whole nuber, and ultiply two two- digit nubers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area odels. 4.OA.3: Solve ultistep word probles posed with whole nubers and having whole- nuber answers using the four operations, including probles in which reainders ust be interpreted. Represent these probles using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using ental coputation and estiation strategies including rounding 4.NBT.6: Find whole- nuber quotients and reainders with up to four- digit dividends and one- digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between ultiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area odels. 4.OA.4: Find all factor pairs for a whole nuber in the range Recognize that a whole nuber is a ultiple of each of its factors. Deterine whether a given whole nuber in the range is a ultiple of a given one- digit nuber. Deterine whether a given whole nuber in the range is prie or coposite. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning.

7 CURRICULUM CURRICULUM Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Quotients Multiplication Multi Step Probles with/without reainders. Multiplication Quotients Factor Pairs Multiples * I can find whole nuber quotients and reainders with up to four digit dividends and one- digit divisors, using strategies based on place value. * I can ultiply a whole nuber of up to four digits by a one digit whole nuber and ultiply two- digit nubers, using strategies based on place value. *I can solve ulti- step word probles posed with whole nubers and having whole- nubers using four operations, including probles in which reainders are present. * I can ultiply a whole nuber of up to four digits by a one digit whole nuber and ultiply two- digit nubers, using strategies based on place value. I CAN STATEMENTS: * I can find whole nuber quotients and reainders with up to four digit dividends and one- digit divisors, using strategies based on place value. I CAN STATEMENTS: *I can find all factor pairs for a whole nuber in the range Recognize that a whole nuber is a ultiple of each of its factors. Deterine whether a given whole nuber in the range is a ultiple of a given one digit nuber. Deterine whether a given whole nuber in the range is prie or coposite. Product Quotient Product Quotient Divisor Dividend Product Quotient Product Quotient Pattern Multiple

8 Dividend Divisor Factors Reainder Dividend Divisor Factors Reainder Quotients Reainder Dividend Divisor Factors Reainder Dividend Divisor Factors Reainder Product Skip Count Sequence Topic 4 Division Acrony: DMSBR (Daddy Divide, Moy Multiply, Sister Subtract, Brother Bring Down, Rover Reains). Relate the steps of long division to ebers of the faily. Topic 5 Have students roll 3 die, this will represent the first factor. Then have students roll 2 die, this will represent the second factor. Have students ultiply the 2 factors fro each roll. Topic 5 & 6 Use ultiplication facts to find division facts. Daddy- divide Moy- ultiply Sister- subtract Brother- bring down Rover- reainder Topic 7 Use grid paper to solve ulti- step ultiplication probles. Use ental ath to solve ultiplication with zeros. Topic 8 Division Acrony: DMSBR (Daddy Divide, Moy Multiply, Sister Subtract, Brother Bring Down, Rover Reains). Relate the steps of long division to ebers of the faily. Topic 8 5 th grade Topic lesson 4-7 & 4-8 Use ultiplication charts to find factors & products Use patterns in ultiplication facts to find factors Use odd and even nubers to deterine prie and coposite nubers Instruct students to look at the ones place in ulti- digit nubers when deterining prie and

9 will design the coon assessents, i.e., grade Classroo discussion, Quiz, Sall Group work response, short answer will design the coon assessents, i.e., grade Classroo discussion, Quiz, Sall Group work response, short answer will design the coon assessents, i.e., grade Classroo discussion, Quiz, Sall Group work response, short answer will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade coposite nubers Balanced Assessent: Classroo Discussion, Exit Slips, Questioning, Multiple choice end of response, constructed Coon (PLC Teas will design the coon assessents, i.e., grade level, and/or depts..) Gae Software Education City co Education City co Education City co Matheatics Series Education City y o Gae Software Education City o Study Island Matheatics Series Matheatics Series Gae Software Education City city

10 Nuber Die Study Island Weeks Unit/Topic Topic: Geoetry Weeks Unit/Topic Topic: Nuber and Operations Fractions In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards 4.G.1: Draw points, lines, line segents, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. these in two- diensional figures. 4.G.2: Classify two- diensional figures based on the presence or absence ofparallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 4.MD.5: Recognize angles as geoetric shapes that are fored wherever two rays share a coon endpoint, and understand concepts of angle easureent: a. An angle is easured with reference to a circle with its center at the coon endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one- degree angle, and can be used to easure angles. b. An angle that turns through n one- degree angles is said to have an angle easure of n degrees. In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards 4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction odels, with attention to how the nuber and size of the parts differ even though the two fractions theselves are the sae size. Use this principle to recognize and generate equivalent fractions. 4.NF.2: Copare two fractions with different nuerators and different denoinators, e.g., by creating coon denoinators or nuerators, or by coparing to a benchark fraction such as 1/2. Recognize that coparisons are valid only when the two fractions refer to the sae whole. Record the results of coparisons with sybols >, =, or <, and justify the conclusions, e.g., by using a visual fraction odel. 4.NF.3: Understand a fraction a/b with a > 1 as a su of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the sae whole. b. Decopose a fraction into a su of fractions with the sae denoinator in ore than one way, recording each

11 4.MD.6: Measure angles in whole- nuber degrees using a protractor. Sketch angles of specified easure. 4.MD.7: Recognize angle easure as additive. When an angle is decoposed into non- overlapping parts, the angle easure of the whole is the su of the angle easures of the parts. Solve addition and subtraction probles to find unknown angles on a diagra in real world and atheatical probles, e.g., by using an equation with a sybol for the unknown angle easure. 4.G.3: Recognize a line of syetry for a two- diensional figure as a line across the figure such that the figure can be folded along the line into atching parts. line- syetric figures and draw lines of syetry. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. decoposition by an equation. Justify decopositions, e.g., by using a visual fraction odel. Exaples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = /8 = 8/8 + 8/8 + 1/8. c. Add and subtract ixed nubers with like denoinators, e.g., by replacing each ixed nuber with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word probles involving addition and subtraction of fractions referring to the sae whole and having like denoinators, e.g., by using visual fraction odels and equations to represent the proble. 4.NF.4: Apply and extend previous understandings of ultiplication to ultiply a fraction by a whole nuber. a. Understand a fraction a/b as a ultiple of 1/b. For exaple, use a visual fraction odel to represent 5/4 as the product 5 (1/4),recording the conclusion by the equation 5/4 = 5 (1/4). b. Understand a ultiple of a/b as a ultiple of 1/b, and use this understanding to ultiply a fraction by a whole nuber. For exaple, use a visual fraction odel to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.) c. Solve word probles involving ultiplication of a fraction by a whole nuber, e.g., by using visual fraction odels and equations to represent the proble. For exaple, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how any pounds of roast beef will be needed? Between what two whole nubers does your answer lie? IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning.

12 CURRICULUM CURRICULUM Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Line Segents, rays, angles, etc Angles and Characteristics Two- Diensional Figures Polygons Triangles Quadrilaterals Lines of Syetry Equivalent Fractions Coparing Fractions Addition and Subtraction of Fractions (Mixed Nubers and Like/unlike Denoinators) Multiplication of Fractions *I can draw points, lines, line segent, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. *I can recognize that an angle is fored by two rays that share a coon endpoint. *I can easure angles using a protractor, and construct angles given a specified easureent. *I can classify two- diensional figures based on the types of lines and angles they have. *I can recognize right triangles as a category, and identify right triangles. *I can identify line syetric figures and draw lines and syetry. *I can recognize a line of syetry for a two- diensional figure as a line across a figure such that a figure can be folded along a line to atching parts. *I can explain why fractions are equivalent by using fraction odels and apply this to find equivalent fractions. *I can copare two fractions with different nuerators and denoinators using greater than, less than and equal to. *I can add and subtract fractions with like denoinators and ixed nubers with like denoinators. *I can solve word probles involving addition and subtraction of fractions with like denoinators. *I can ultiply a fraction by a whole nuber. *I can solve word probles involving ultiplication of a fraction by a whole nuber *I can solve addition and subtraction probles to find unknown angle

13 easureents. Point Line Line segent Ray Angle Perpendicular lines Intersecting lines Parallel lines Plane Right angle Acute angle Obtuse angle Degree Protractor Vertex Polygon Side Triangle Quadrilateral Pentagon Hexagon Octagon Rhobus Square Rectangle Parallelogra Trapezoid Equilateral triangle Isosceles triangle Scalene triangle Right triangle Acute triangle Obtuse triangle Syetry Line syetry Rotational syetry Coparing Fractions Equivalent fraction Nuerator Denoinator Greater than, less than, equal to Like denoinators Unlike denoinators Mixed Nubers Su Difference Whole nuber Fraction Product Whole nuber Fraction Product Topic 9 Use real world objects to illustrate the types of lines (e.g., railroad tracks are parallel lines, four way stops are Topic 9 Use the nuber of sides and angles to classify polygons. Have students draw (skip to) Topic 19-5 & 19-6 Use cut outs of polygons to fold the shapes on a line to deterine the line or lines of syetry. Topic 10 Use fraction tiles to show equivalent fractions Topic 11 Use fractions tiles and pieces to show ixed nubers Topic not covered in 4 th grade Use Coon Core online and 5 th grade Topic 11 Use repeated addition

14 perpendicular lines, etc.) Use real world objects to illustrate geoetric ters (e.g., pencil tip is a point, flag pole is a line segent, etc.) Use rays to for angles with a protractor Use a protractor to easure and classify angles. shapes and triangles Use anipulatives Use grid paper to draw objects to deterine if the object has line syetry. Use cut outs of polygons to rotate the shapes to deterine if the shape has rotational syetry and to what degree. Use fraction tiles to copare fractions Use fraction tiles to add and subtract fractions with like denoinators to ultiply a fraction by a whole nuber: for exaple, ¾ x 8= ¾+ ¾ + ¾ + ¾ + ¾ + ¾ + ¾ + ¾ = 8x3 / 4 = 24/4 =6 Use addition and subtraction to find an unknown angle easureent Use the angle easure to classify the triangles. will design the will design the will design the coon will design the coon will design the will design the coon

15 coon assessents, i.e., grade level, and/or depts..) coon assessents, i.e., grade level, and/or depts..) assessents, i.e., grade assessents, i.e., grade coon assessents, i.e., grade level, and/or depts..) assessents, i.e., grade Matheatics Series o Matheatics Series o Matheatics Series Fraction Tiles o Fraction Tiles Fraction Tiles Protractors Weeks Unit/Topic Topic: Nuber and Operations- Fractions/Decials Weeks Unit/Topic Topic: Measureent and Data In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards

16 4.NF.5: Express a fraction with denoinator 10 as an equivalent fraction with denoinator 100, and use this technique to add two fractions with respective denoinators 10 and For exaple, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/ NF.6: Use decial notation for fractions with denoinators 10 or 100. For exaple, rewrite 0.62 as 62/100; describe a length as 0.62 eters; locate 0.62 on a nuber line diagra. 4.NF.7: Copare two decials to hundredths by reasoning about their size. Recognize that coparisons are valid only when the two decials refer to the sae whole. Record the results of coparisons with the sybols >, =, or <, and justify the conclusions, e.g., by using a visual odel. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. 4.MD.1: Know relative sizes of easureent units within one syste of units including k,, c; kg, g; lb, oz.; l, l; hr, in, sec. Within a single syste of easureent, express easureents in a larger unit in ters of a saller unit. Record easureent equivalents in a two colun table. For exaple, know that 1 ft is 12 ties as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the nuber pairs (1, 12), (2, 24), (3, 36),... 4.MD.2: Use the four operations to solve word probles involving distances, intervals of tie, liquid volues, asses of objects, and oney, including probles involving siple fractions or decials, and probles that require expressing easureents given in a larger unit in ters of a saller unit. Represent easureent quantities using diagras such as nuber line diagras that feature a easureent scale. 4.MD.3: Apply the area and perieter forulas for rectangles in real world and atheatical probles. For exaple, find the width of a rectangular roo given the area of the flooring and the length, by viewing the area forula as a ultiplication equation with an unknown factor. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. CURRICULUM CURRICULUM Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Equivalent Fractions (Multiples of 10 Denoinators) Decial Notation (denoinators of 10 or 100) Adding & Subtracting decials Area and Perieter Measureent (sizes) Conversions

17 Copare Decials Multiply and divide decials *I can express a fraction with denoinator 10 as an equivalent fraction with denoinator 100 and add. *I can use decial notation for fractions with denoinators with denoinators 10 or 100. *I can copare two decials to hundredths by using the sybols greater than, less than and equal to. I CAN STATEMENTS: * I can add and subtract decials *I can ultiply and divide3 decials *I can apply the area and perieter forulas for rectangles in real- world and atheatical probles. *I can identify relative sizes of easureent units including k,, c, kg, g, lb, oz, l, l, hr, in, sec. and record easureent equivalents in a two colun table. *I can use the four operations to solve word probles in volving distances, intervals of tie, liquid volues, asses of objects, and oney, including probles involving siple fractions or decials, and probles that require expressing easureents given in a larger unit in ters of a saller unit. Fraction Nuerator Denoinator Equivalent Fraction Fraction Decial Notation Denoinator Greater than Less than Equal Decial Place value Su Difference Fraction Decial Product Area Perieter Rectangle Irregular Shape Square Parallelogra Triange Measure Length Mass Capacity Weight Foot Yard Mile Inches Cups Quarts Pints Gallons Ounce Pound Ton Distance Interval of Tie Liquid Volue Mass Money Conversions Elapsed Tie Teperature

18 Conversion Centieter Millieter Decieter Meter Kiloeter Milliliter Liter Gra Kilogra Tie Teperature Topic 12 Use fraction tiles to deterine equivalent fractions. Use ultiplication and division to find equivalent fractions. Topic 12 Use base ten odels to find the decial equivalent for fractions. Use a nuber line to find the decial equivalent for fractions. Use division to change a fraction to a decial. Use place value grids to copare decials. Topic 13 Fraction Tiles Use grid paper to align decials. Topic 14 Use grid paper to find the area and perieter of irregular shapes. Use the forula L x W to find the area of a rectangle. Add all the sides to find the perieter of shapes. Use the forula ½ b x h to find the area of a triangle. Topic 16 Use a ruler to easure the length of objects in Custoary and Metric units. Use containers to easure capacity in Custoary and Metric units. Use a scale to easure the weight and ass of objects. Use ultiplication and division to convert and copare units. Topic 16 Use clocks to show elapsed tie. Work backwards to show elapsed tie. Use a theroeter to show the difference in teperature.

19 will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade Fraction Tiles Fraction Tiles Fraction Tiles Matheatics Series o

20 Weeks Unit/Topic Topic- Data and Graphs Weeks Unit/Topic Topic- Equations Word Probles/Mental Math In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards 4.MD.4: Make a line plot to display a data set of easureents in fractions of a unit (1/2, 1/4, 1/8). Solve probles involving addition and subtraction of fractions by using inforation presented in line plots. For exaple, fro a line plot find and interpret the difference in length between the longest and shortest speciens in an insect collection. In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards 4.OA.3: Solve ultistep word probles posed with whole nubers and having whole- nuber answers using the four operations, including probles in which reainders ust be interpreted. Represent these probles using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using ental coputation and estiation strategies including rounding. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. CURRICULUM CURRICULUM Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Data And Graphs Line Plots Statistics Equal or Not Equal Addition & Subtraction Equations Multiplication & Division Equations *I can display data in *I can construct a line *I can deterine the * I can solve ulti- step word probles * I can solve ulti- step word probles using * I can solve ulti- step word probles using the

21 tables, bar graphs, line graph, circle graph, ste and leaf plot plot using fractions (1/2, 1/4, 1/8) and solve probles involving addition and subtraction of fractions by using inforation fro the line plot. ean, edian, ode and range for a set of data. using the four equations. *I can represent probles using equations with a letter standing for the unknown quantity. * I can assess the reasonableness of answers using ental coputation and estiation strategies including rounding. the four equations. *I can represent probles using equations with a letter standing for the unknown quantity. * I can assess the reasonableness of answers using ental coputation and estiation strategies including rounding. four equations. *I can represent probles using equations with a letter standing for the unknown quantity. * I can assess the reasonableness of answers using ental coputation and estiation strategies including rounding. Survey Table Tally chart Bar graph Scale Interval Line graph Trend Circle graph Ste and leaf plot Line plot Mean Median Mode Range Su Difference Product Quotient Reasonable Equation Unknown variable Su Difference Product Quotient Reasonable Equation Unknown variable Su Difference Product Quotient Reasonable Equation Unknown variable Topic 17 Conduct a survey to display data in a frequency table. Use data in tables to display in graphs. Use place vale to Topic 17 Use a line plot to add and subtract fractions Find the su of the data set and divide Topic 17 Order the data set fro least to greatest to find the edian. Find the difference between the Topic 18 Use a scale and blocks to subtract fro one side of the scale and add to the other side to reain equal. Topic 18 Use a scale and blocks to subtract fro one side of the scale and add to the other side to reain equal. Topic 18 Use a scale and blocks to subtract fro one side of the scale and add to the other side to reain equal.

22 construct a ste and leaf plot. by the nuber of ites in the set. greatest and least values to find the range. the data value that occurs the ost often to find the ode. Inverse operations Use nuber lines. Inverse operations Use nuber lines. Inverse operations Use nuber lines. will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade Matheatics Series o

23 Weeks Unit/Topic Topic- Probablility Weeks Unit/Topic Review/KPEP Testing In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards Probability is not in core content for 4 th grade, however was prevalent in the KPREP 4 th grade Math test. In this section IDENTIFY CORE CONTENT 4.1 Coon Core Standards Review/KPREP Testing IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. IDENTIFY GAPS for Math/Literacy in this section. These topics/skills need to be taught for 2 3 years to avoid gaps in student learning. CURRICULUM CURRICULUM Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Probability Probability Probability Review all content Enrichent/Reteaching Review all content Enrichent/Reteaching KPREP Testing KPREP Testing

24 *I can deterine all possible outcoes of an activity/event with up to 12 possible outcoes. *I can deterine all possible outcoes of an activity/event with up to 12 possible outcoes. *I can deterine the likelihood of an event and the probability of an event expressed as a fraction. *I can deterine the likelihood of an event and the probability of an event expressed as a fraction. Possible outcoe Tree diagra Event Certain Likely Unlikely Ipossible Possible outcoe Tree diagra Event Certain Likely Unlikely Ipossible Possible outcoe Tree diagra Event Certain Likely Unlikely Ipossible All All All Topic 20 Use a spinner to show possible Topic 20 Use a spinner to show possible Topic 20 Use a spinner to show possible Enrichent and Reteaching Strategies Enrichent and Reteaching Strategies Enrichent and Reteaching Strategies

25 outcoes. Use a tree diagra to show possible outcoes. To express the probability of an event, use the forula: Probability of an event=# of favorable outcoes/total # of possible outcoes outcoes. Use a tree diagra to show possible outcoes. To express the probability of an event, use the forula: Probability of an event=# of favorable outcoes/total # of possible outcoes outcoes. Use a tree diagra to show possible outcoes. To express the probability of an event, use the forula: Probability of an event=# of favorable outcoes/total # of possible outcoes Exit Slips, Questioning, Math Series Quick Multiple choice end of

26 will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade level, and/or depts..) will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade will design the coon assessents, i.e., grade Matheatics Series co