Week Instructional Period/ Date Academic Focus 1 st Nine Weeks Common Core Standards I can statements 1 Aug. 7 th 11 th ( 5 days) 2 Aug. 14 th 18 th ( 5 days) 3 Aug. 7 th 11 th ( 5 days) 4 Aug. 21 st 25 th ( 5 days) Unit 1: Place Value Unit 1: Place Value Unit 1: Place Value Unit 2: Building Fluency With Addition and Subtraction 4. NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concept of place value and division. 4.NBT.2 Read, write, and compare multidigit whole numbers using base-ten numerals, number. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. 4.NBT.4 Use place value understanding and properties of operations to perform multidigit arithmetic. Recognize that a digit in one place represents ten times as much as in the place to its right in: o 3 digit numbers o 4 digit numbers o Multi-digit numbers to the millions place. Read, write, and compare multi-digit whole numbers to the millions place in the following forms: o Base Ten Numerals (Standard Form) o Number Names (Word Form) o Expanded Form. *Round to any place up to the millions *Represent rounding using number lines, place value drawings, base ten blocks, and hundreds charts. -Fluently add and subtract (with and without regrouping) multi-digit whole numbers; including subtracting across zeros 3rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base-ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). 1
5 Aug. 28 th Sept. 1 st ( 5 days) 6 Sept. 5 th Sept 8 th 7 ( 4 days) Sept 4 - Labor Day NO SCHOOL Sept. 11 th Sept 15 th ( 5 days) Sept 13th Progress reports issued Unit 2: Building Fluency With Addition and Subtraction Unit 3: Factors and Multiples Unit 3: Factors and Multiples and 4.NBT.4 Use place value understanding and properties of operations to perform multidigit arithmetic. 4.OA.4 Find all factor pairs for a whole number in the range 1 100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1 100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1 100 is prime or composite. 4.OA.4 Find all factor pairs for a whole number in the range 1 100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1 100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1 100 is prime or composite. -Fluently add and subtract (with and without regrouping) multi-digit whole numbers; including subtracting across zeros *Find all factor pairs & recognize multiples of factors *Determine multiples within 100 *Determine prime and composite numbers *Find all factor pairs & recognize multiples of factors *Determine multiples within 100 *Determine prime and composite numbers 3rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base-ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million. 8 Sept. 18 th Sept 22 nd ( 5 days) Unit 4: Multiplication and Division of Whole Numbers 4.NBT.5-Multiply a whole number of up to 4 digits by a one-digit whole number; multiply two two-digit numbers 4.OA.1-Interpret multiplication equation as a comparison Multiply a 3 or 4 number by a one-digit whole number - rectangular arrays, equations, and/or area models. Interpret multiplication equations as a comparison and write a verbal statement of multiplicative comparison and write a 3rd grade (4th grade students must be fluent in the following standards before entering 5th grade) 2
9 Sept. 25 th Sept 29 th Unit 4: Multiplication and Division of Whole Numbers 4.OA.2-Multiply or divide to solve word problems involving Multiplicative comparison 4.NBT.5-Multiply a whole number of up to 4 digits by a one-digit whole number; multiply two two-digit numbers 4.OA.1-Interpret multiplication equation as a comparison 4.OA.2-Multiply or divide to solve word problems involving Multiplicative comparison multiplication equation when given a verbal statement of multiplicative comparison. Describe situations that involve multiplicative comparisons and identify variables, symbols, and unknown symbols in an equation, identify key words in the context of a real world situation and distinguish between multiplicative and additive comparisons. Multiply a 2-digit whole by 2 digit-whole number. rectangular arrays, equations, and/or area models. Interpret multiplication equations as a comparison and write a verbal statement of multiplicative comparison and write a multiplication equation when given a verbal statement of multiplicative comparison. base-ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). 10 Oct. 2 nd 6 th 1st Nine Weeks Assessment Describe situations that involve multiplicative comparisons and identify variables, symbols, and unknown symbols in an equation, identify key words in the context of a real world situation and distinguish between multiplicative and additive comparisons. 3
Oct 6 th - End of 1 st Nine Weeks Week Instructional Period/ Date 1 Oct. 9 th 10 th (2 days) 2 Oct. 16 th 20 th Academic Focus Unit 4 Multiplication and division of whole numbers Unit 4 Multiplication and division of whole numbers 2 nd Nine Weeks 4.NBT.6-Find whole number quotients and remainders with up to four-digit dividends and one -digit divisors. 4.NBT.6-Find whole number quotients and remainders with up to four-digit dividends and one -digit divisors. Common Core Standards I can statements *Find whole number quotients and remainders with 3 or 4- digit dividends and one-digit divisors. *Divide using strategies based on: place value, properties of operations, the relationship between multiplication and division *Illustrate and explain division calculations using; equations, rectangular arrays, and/or area models. *Find whole number quotients and remainders with 3 or 4- digit dividends and one-digit divisors. *Divide using strategies based on: place value, properties of operations, the relationship between multiplication and division 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). 4
*Illustrate and explain division calculations using; equations, rectangular arrays, and/or area models. Oct. 23 th 27 th 3 4 Oct. 20 th Nov. 3 rd 5 Nov. 6 th 10 th Unit 5 Multi-step problem Solving Unit 5 Multi-step problem Solving Unit 6-Patterns 4.OA.3 Solve multistep (two or more operational steps) 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. 4.OA.3 Solve multistep (two or more operational steps) 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. 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Solve two or more operational step word problems, represent problems using equations and assess the reasonableness of answers using estimation strategies. Solve two or more operational step word problems, represent problems using equations and assess the reasonableness of answers using estimation strategies. Generate a number or shape pattern that follows a given rule, determine the next number in the pattern, determine the nth number in the pattern, know that the numbers relate based on a specific rule and know that the pattern can grow or repeat. 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million Use coins and bills to compare values, make combinations up to $10.00 and make change from amounts up to $5.00 using drawings, symbols, algorithms, number sentences or real-world 5
problem situations. 6 Nov. 13 th 17 th 7 Nov. 27 th Dec. 1 st Nov. 29th Progress reports issued 8 Dec. 4 th 8 th Unit 7 Equivalent fractions Unit 7 Equivalent fractions Unit 8: Addition and Subtraction of Fractions 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models and know that equivalent fractions are based on the same whole. Determine how the number and size of equivalent fraction parts differ even though the fractions are the same. Use the principle a/b is equivalent to a fraction (n x a)/(n x b) to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators by creating common denominators, common numerators, or benchmark fractions, recognize that comparisons are valid ONLY when the two fractions refer to the same whole, and justify the comparison using a fraction model. Understand addition of fractions as joining parts 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). Use coins and bills to compare values, make combinations up to 6
9 Dec. 11 th 15 th 10 Dec. 18 th 20 th Dec. 20 th - End of 2 nd Nine Weeks Unit 8: Addition and Subtraction of Fractions a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8=1/8+1/8+1/8 ; 3/8=1/8+2/8; 2 1/8=1 + 1+1/8=8/8+8/8 +1/8. 4.NF.3 c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem 2nd Nine Weeks testing of the same whole and subtraction of fractions as separating parts of the same whole. Decompose a fraction into a sum of fractions with the same denominator in multiple ways, justify decompositions, by using a visual fraction models including but not limited to: Concrete models, illustrations, tape diagrams, area models. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction or by using properties of operations. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. $10.00 and make change from amounts up to $5.00 using drawings, symbols, algorithms, number sentences or real-world problem situations. 7
Week Instructional Period/ Date 1 Jan. 8 th 12 th 2 Jan. 15 th 19 th (4 days) Jan 15 th MLK Holiday (No School) Academic Focus Unit 9: Multiplying Fractions Unit 9: Multiplying Fractions 3 rd Nine Weeks 4.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 4.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Common Core Standards I can statements * Understand a fraction a/b as a multiple of 1/b. * Use visual fraction models to represent a fraction a/b as a multiple of 1/b. * Record a fraction a/b as multiple of 1/b using the equation a/b=a x 1/b. * Understand a multiple of a/b as a multiple of 1/b. * Multiply a fraction by a whole number using the understanding that a multiple of a/b as a multiple of 1/b. * Use a visual fraction model to express n (a/b) as (n a) (1/b), recognizing this product as (n a)/b). * Solve word problems involving multiplication of a fraction by a whole number. *Solve word problem by using equations to represent the problem. 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). 8
3 Jan. 22 nd 26 th 4 Jan 29 th Feb 2 nd Unit 10: Fractions and Data Unit 11: Fractions and Decimals 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. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. 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.For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. * Determine between what two whole numbers an answer in a word problem lies. *Answer questions about data displayed on a line plot. *Create a line plot to display a data set that includes fractions with denominators 2 or 4. *Create a line plot to display a data set that includes fractions with denominators 2, 4, and 8. *Add and subtract fractions using information from a line plot. *Evaluate solutions in relation to data * Express a fraction with denominator 10 as an equivalent fraction with denominator 100. * Add two fractions with respective denominators 10 and 100 by writing the fraction with denominator 10 as an equivalent fraction with a denominator 100. Use coins and bills to compare values, make combinations up to $10.00 and make change from amounts up to $5.00 using drawings, symbols, algorithms, number sentences or real-world problem situations. 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. *Convert between decimals and fractions with the denominator of 10 or 100 (ie. 0.62 = 62/100). 9
5 Feb. 5 th 9 th 6 Feb. 12 th 16 th Feb. 16th Progress reports issued Unit 11: Fractions and Decimals Unit 13:Angle Measurement 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 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, e.g., by using a visual model. 4.G. 1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: *Locate fractions and decimals on a number line and meter stick (tenths and hundredths). *Convert between decimals and fractions with the denominator of 10 or 100 (ie. 0.62 = 62/100). *Locate fractions and decimals on a number line and meter stick (tenths and hundredths). *Compare two decimals to the hundredth place using a hundreds grid and using symbols (<,>,=). *Recognize that comparisons are valid only when the two decimals refer to the same whole. *Create a model to justify an answer. *Identify points, lines, line segments, rays, angles, perpendicular, and parallel lines in two dimensional figures. *Draw points, lines, line segments, rays, angles, perpendicular, and parallel lines in two dimensional figures. (MS) *Identify types of angles (right, acute, obtuse) in two-dimensional figures. 10
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. *Recognize that a circle has 360 degrees. *Explain that an angle measurement is a fraction of a circle. *Recognize that angles are measured in degrees within a circle. 7 8 Feb. 19 th 23 rd (4 Days) Feb. 19th President s Day (No School) Feb. 26 th Mar. 2 nd Unit 13:Angle Measurement Unit 13:Angle Measurement 4.G. 1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve 11 *Identify and draw points, lines, line segments, rays, angles, perpendicular, and parallel lines in two dimensional figures. *Identify types of angles (right, acute, obtuse) in two-dimensional figures. *Identify benchmark angles (90º, 180º, 270º, 360º). *Measure angles using a protractor. *Sketch angles of a given measurement (degree) using a protractor. *Decompose angles into smaller angles. *Add angle measures to make a larger angle. *Use addition and 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million
9 Mar. 5 th 9 th Mar. 9 th - End of 3 rd Nine Weeks addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. 3 rd Nine Weeks Tests subtraction to find unknown angles in real-world and mathematical problems. *Use an equation with a symbol for the unknown angle measure. (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). Week Instructional Period/ Date 1 Mar. 19 th 23 rd (4 Days) Mar. 19th Parent Conference (No School) Academic Focus Unit 12: Problem Solving Using Measurement Quantities 4 th Nine Weeks 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg,g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times 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 number pairs (1, 12), (2, 24), (3, 36), Common Core Standards I can statements *Identify and associate units of measurements used to measure length. (MS) *Identify and associate units of measurements used to measure capacity. (MS) *Identify and associate units of measurements used to measure weight. *Identify and associate units of measurements used to measure time. *Compare units of measurement within a given system (ie. 1 inch < 1 foot). (MS) *Convert (change) from a larger unit to a smaller unit. 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or 12
2 Mar. 26 th 30 th (4 Days) Mar. 30th Good Friday (No School) 3 Apr. 2 nd 6 th (4 Days) Apr. 2 nd Easter Monday (No School) Unit 12: Problem Solving Using Measurement Quantities Unit 12: Problem Solving Using Measurement Quantities 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. 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. (MS) *Create a table to record equivalent measures listing number pairs *Represent measurement quantities using diagrams with a measurement scale. *Apply the four operations to solve word problems involving distance. (MS) *Apply the four operations to solve word problems involving elapsed time. (MS) 4.MD.2.4 Apply the four operations to solve word problems involving liquid volume. (MS) *Apply the four operations to solve word problems involving mass. *Calculate the area of a rectangle using the formula A=L x W or A= B x H when side lengths are given. *Solve for the missing side length of a rectangle using the formula A=L x W or A=B x H when the area is given along with one other dimension. *Calculate the perimeter of a rectangle using the formula P=S+S+S+S or P=2L + 2W when side lengths are given *Solve for the missing side length of a rectangle using tens, hundreds, thousands, etc. to one million (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). 13
4 Apr. 9 th 13 th 5 Apr. 16 th 20 th Unit 12: Problem Solving Using Measurement Quantities Unit 14: Lines, Angles, and Shapes 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. the formula P=S+S+S+S or P=2L + 2W when the perimeter is given along with one other dimension. *Apply the area and perimeter formula to solve real-world problems. *Calculate the area of a rectangle using the formula A=L x W or A= B x H when side lengths are given. *Solve for the missing side length of a rectangle using the formula A=L x W or A=B x H when the area is given along with one other dimension. *Calculate the perimeter of a rectangle using the formula P=S+S+S+S or P=2L + 2W when side lengths are given *Solve for the missing side length of a rectangle using the formula P=S+S+S+S or P=2L + 2W when the perimeter is given along with one other dimension. *Apply the area and perimeter formula to solve real-world problems. *Classify two dimensional shapes based on parallel or perpendicular lines. (MS) *Classify two dimensional shapes based on types of angles. (MS) 14
*Classify quadrilaterals and triangles based on parallel or perpendicular lines. (MS) *Classify quadrilaterals and triangles based on types of angles. (MS) *Recognize and label a right triangle. (MS) *Create a two dimensional shapes when given the properties. 6 Apr. 23 rd 27 th Apr. 27th Progress reports issued Unit 14: Lines, Angles, and Shapes 4.G.3 Recognize a line of symmetry for a two-- dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-- symmetric figures and draw lines of symmetry. * Know that a figure is symmetrical if a line can be drawn and one side is the mirror image of the other. * Know that a figure can have more than one line of symmetry. *Know that a figure can have no line of symmetry. * Recognize a line of symmetry for a two-- dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. * Recognize a line of symmetry for a two-- dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. *Identify line-- symmetric figures. *Draw lines of symmetry. 3 rd grade (4th grade students must be fluent in the following standards before entering 5th grade) base ten numerals, number whole numbers less than or tens, hundreds, thousands, etc. to one million 15
*Create a symmetrical figure by drawing the missing half of the figure given the line symmetry. (e.g., 70 x 100 = 7,000; 5,000 x 10 = 50,000 and 700 70 = 10; 50,000 50 = 1,000). 7 Apr. 30th May 4th Prepare for State Assessment 8 May 7 th 11 th Prepare for State Assessment 9 May 14 th 18 th Prepare for State Assessment 10 May 21 st 25 th Step UP to Grade 5 Review lessons 1-3 with students to prepare for the next grade 16