4th Grade Critical Areas

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Teresa Sullivan
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$4: Fluently add and subtract multi-digit whole numbers using the standard algorithm 1 2 4.NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100 4.NF.6: Use decimal notation for fractions with denominators 10 or 100 4.$

1 Q2 Q1 4.OA.3: Solve multistep word problems, using equations with variables, posed with whole numbers and having whole-number answers 4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator NF.6: Use decimal notation for fractions with denominators 10 or NF.7: Compare two decimals to hundredths by reasoning about their size 4.MD.2: Solve Problems Using 4 Operations-decimals 3 4.MD.4: Make a line plot to display a data set of measurements in fractions of a unit. Solve problems involving addition and subtraction of fractions by using information presented in line plots 4.MD.5: Understand angles 4.G.1: Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines 4 1 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000, Fluency developed throughout the year. 3 Partial standard - see Quarter 2. 4 Students should identify geometric distinctions about angles without measuring or mentioning degrees. 4th Grade Critical Areas 1. Developing understanding and fluency with multi-digit multiplication, and develop an understanding of dividing to find quotients involving multi-digit dividends.. 2. Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. 3. Understanding that geometric figures can be analyzed and classified based on their properties. Q3 Q4 Page 1!

2 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Determining Which Operation to Choose Solving Equations with an Unknown Represented as a Letter Using Estimation Strategies to Check Reasonableness of Answers Choose the correct operation and represent the unknown with a letter to solve a multi-step word problem with whole numbers Interpret the meaning of a remainder in a word problem Central Focus: Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm. 2 Adding and Subtracting Using the Standard Algorithm Starting in the Ones Place Moving to the Tens Place etc. Regrouping Building on Understanding of Place Value DOMAIN: OPERATIONS AND ALGEBRAIC THINKING Central Focus: Use the four operations with whole numbers to solve problems. DOMAIN: NUMBER and OPERATIONS IN BASE TEN 1 Add multi-digit whole numbers using the standard algorithm Subtract multi-digit whole numbers using the standard algorithm 1 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000, Fluency developed throughout the year. Page 2!

3 Central Focus: Understand decimal notation for fractions, and compare decimal fractions. 4.NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. Modeling Equivalence Base Ten Blocks Hundreds Grids Etc. 4.NF.6: Use decimal notation for fractions with denominators 10 or 100. Meaning of Decimal Point Place Value of Tenths and Hundredths Verbalizing Decimal Notation DOMAIN: NUMBER and OPERATIONS-FRACTIONS Rewrite a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 Add two fractions with denominators of 10 and 100 Write a decimal from a fraction with a denominator of 10 or 100 and explain the relationship Identify the tenths and hundredths place Locate a decimal on a number line 4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. Comparing Decimal Numbers Compare decimals with the same whole number to the hundredths place using <, >, and =; support with a visual model Page 3!

4 DOMAIN: MEASUREMENT and DATA Central Focus: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 3 Solving Multi-Step Measurement Word Problems Creating a Number Line Diagram with a Measurement Scale to Record Measurement Quantities Solve word problems involving measurement using the four operations, including whole numbers, and simple fractions or decimals Convert larger units into equivalent smaller units to solve measurement problems Show measurement quantities on a number line diagram to solve problems Central Focus: Represent and interpret data. 4.MD.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. Creating a Line Plot with Fractions Interpreting a Line Plot 3 Partial standard - see Quarter 2. Create a line plot to display a data set of measurements Use a line plot to solve problems involving addition and subtraction of fractions Page 4!

5 DOMAIN: MEASUREMENT and DATA Central Focus: Geometric measurement: understand concepts of angle and measure angles. 4.MD.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Recognizing that a Circle Has 360 o Definition of Degree Degrees Measure Angles 1/360 of a Circle Identify and define the parts of an angle Explain that degrees are used to measure angles DOMAIN: GEOMETRY Central Focus: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. 4 Identifying Geometric Features in Two-Dimensional Figures Connecting Geometric Features to Various Contexts Using a Corner of a Paper as a Benchmark for a Right Angle Identify and draw an example of point, line, line segment, ray, angle, parallel lines, and perpendicular lines Identify right, acute, and obtuse angles 4 4 Students should identify geometric distinctions about angles without measuring or mentioning degrees. Page 5!

Fourth Grade Mathematics Operations & Algebraic Thinking Numbers & Operations in Base Ten

Fourth Grade Mathematics Operations & Algebraic Thinking Numbers & Operations in Base Ten UNIT 1 TIMEFRAME: 7 WEEKS STANDARDS LEARNING TARGETS VOCABULARY RESOURCES I can solve one step word problems with