4th Grade Guide to Plan for Success 2017-2018

ContentsMonthly and Daily Overview 2017-2018......................................................................................................................................................2Multiplication and Division Overview..........................................................................................................................................................3

Know, Understand, Do (Aug. – Oct.)........................................................................................................................................5August....................................................................................................................................................................................6September...............................................................................................................................................................................7October...................................................................................................................................................................................8

Place Value, Decimals and Fractions............................................................................................................................................................9

Know, Understand, Do (Nov. – Jan.)......................................................................................................................................11November.............................................................................................................................................................................12December............................................................................................................................................................................13January................................................................................................................................................................................14

Fractions Overview......................................................................................................................................................................................15

Know, Understand, Do (Feb. – April)....................................................................................................................................17February...............................................................................................................................................................................19March and April...................................................................................................................................................................20

May................................................................................................................................................................................................................21Geometry Overview (Standards dispersed throughout the year)............................................................................................................22

Know, Understand, Do..........................................................................................................................................................23

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4th Grade Guide to Plan for Success 2017-2018

Monthly and Daily Overview 2017-2018

Structure of Math Block

Number of the Day (10-15 minutes) Problem of the Day Focus (45 minutes) Upside-Down TeachingConnecting words and equations (make a model, draw a picture, make an equation)

Geometry Day

One Day- Fluency Standard of add/subtraction to one million (start with 3 digit and work your way up to 6 digits)Four Days-Application of the month’s skills

You Do- S: solve independently T: questioningWe DO- S: work as a team or with a partner to explain, clarify, questionI Do- T: clarify or extend based on students’ level of understanding.

One day a week

Standards that Address Multiplication and Division-Overview August – October

Standards and DOK FSA Test Specifications

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Aug.Multiplicative Comparison, Factors/Multiples, Area and PerimeterIntro to Geometry/ Vocabulary Development(Geometry Day)

Sept.Multi-Digit Multiplication and Area and PerimeterAngles (Geometry Day)

Oct.Division and Area and PerimeterAngles (Geometry Day)

Nov.Concept Development: Whole Numbers and DecimalsClassify Triangles and Symmetry (Geometry Day)

Dec.Whole Numbers and Decimals Classify Triangles and Symmetry (Geometry Day)

Jan.Whole Numbers and Decimals Classify Triangles and Symmetry (Geometry Day)

Feb.Equivalent Fractions and Comparing FractionsClassifying Quadrilaterals and Symmetry (Geometry Day)

March and April

Add, Subtract, and Multiply FractionsClassifying Quadrilaterals and Symmetry (Geometry Day)

4th Grade Guide to Plan for Success 2017-2018MAFS.4.OA.2.4: DOK 2Find 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

MAFS.4.OA.3.5: DOK 2Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.For example, given the rule “Add 3” and the starting number 1, Generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

MAFS.4.MD.1.1: DOK 1Know 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)

MAFS.4.OA.1.1: DOK 1Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

MAFS.4.OA.1.2: DOK 2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.MAFS.4.OA.1.3: DOK 2Solve 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

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4th Grade Guide to Plan for Success 2017-2018problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

MAFS.4.MD.1.3: DOK 2Apply 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.

MAFS.4.NBT.2.5: DOK 2Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

MAFS.4.NBT.2.6: DOK 2Find whole-number quotients and remainders 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 multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

MAFS.4.MD.1.2: DOK 2Use 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.

Know, Understand, Do (Aug. – Oct.)Factors and Multiples

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4th Grade Guide to Plan for Success 2017-2018

o Prime and composite (divisibility rules)Multiplicative comparison and word problems (estimate first)

o Understand and distinguish the difference between additive comparisons (how much/many more) and multiplicative comparisons (times as many)o Solve word problems with unknowns by using drawings, bar models, and writing an equation with a symbol for the unknown.

Number and Shape Patterns with tables and converting from a larger unit to a smaller unit (record in a 2-column table)o Create two column tables starting with the largest unit and finding the number of smaller units within a single system (km, m, cm, or mm; liters, ml; kilograms, g or mg;

miles, yd, ft, or in; gallons, qt, pt, c, or fluid oz; tons, lb, oz)o Generate a number or shape pattern with a given rule and recognize patterns.o Solve word problems with conversions.

Multiplication (4 x 1 and 2 x 2 digits) and division (4 digit dividends and 1 digit divisors and interpreting remainders) with strategies-Partial products, partial quotients, rectangular array and area model

o Use strategies based on place value and properties of operations.o Students are building conceptual understanding—do not reinforce standard algorithm.

Area and Perimeter of rectangles and composite figures made of rectangleso Introduced in 3rd gradeo Apply formulas to find area (L x W or base x height) and perimeter (2L + 2W) to calculate and find unknowns. o Use real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems.

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4th Grade Guide to Plan for Success 2017-2018

AugustNumber of The Day Examples Problem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Three-Digit Addition and Subtraction

Multiplication or division equations with unknowns

List factors of a number, what’s the number?

Have students list the factors of a number—will determine prime and composite.Ex: List the factors of 13, how many did you find? How about 19? What did we notice? List the factors for 15. (even and odd will come out-big misconception is that odd numbers are prime numbers.)

Find common multiples or factors of two different numbers

Show a rectangle or composite rectangle and ask for the area and/or perimeter.

Show a rectangle or composite rectangle with a missing length or width and given area/perimeter

Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing.

Pints Cups1 22 43 _____

Factors, Multiples, Multiplicative Comparison, Area and Perimeter (over

three months)Multiplicative comparison and word problems (estimate first)oUnderstand and distinguish the difference

between additive comparisons (how much/many more) and multiplicative comparisons (times as many)

oSolve word problems with unknowns by using drawings, bar models, and writing an equation with a symbol for the unknown

Area and Perimeter of rectangles and composite figures made of rectangles (taught over all three months)o Introduced in 3rd gradeoApply formulas to find area (L x W or base x

height) and perimeter (2L + 2W) to calculate and find unknowns.

oUse real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems

Start with smaller numbers first for area and perimeter

Sequence: 1.) Word problems involving multiplicative comparisons (times as many) using equations, bar models, area and perimeter problems (length is twice the width)

2.) Using multiplicative comparisons to show measurement conversions (large unit to small unit) and area and perimeter. Example: I know 1 cup = 8 oz, so how many ounces would be in 5 cups?

Look fors:Equations, pictures (bar models and drawing the rectangle), two-column tables, using precise vocabulary-factors, multiples, product, length, width

Geometry Vocabulary Exploration

Use rulers to:

Draw lines, line segments, rays, and angles (right, obtuse, acute)

Make perpendicular and parallel lines

Identify and draw angles as right, obtuse and acute

NOD Flipchart (Aug-Oct)

Geometry Aug-Oct Flipchart

Go-Math! and Teacher Toolbox

Chapter 2 (multiplicative comparison), 5 (prime, composite, factors, multiples), 13 (area and perimeter), chapter 12 (relative size of measurement) Geometry- Chapter 10

TT: Unit 2 Lesson 5 – 10 (multiplication/division/factors/patterns/problems) / Unit 5 Lesson 23 (convert), 26 (area and Perimeter) / Unit 6 Lesson 31 (vocab geometry

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4th Grade Guide to Plan for Success 2017-2018

SeptemberNumber of The Day Examples Problem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Three-Digit Addition and Subtraction

Show a multiplication problem with a missing partial product.

Show a rectangle or composite rectangle and ask for the area and/or perimeter.

Show a rectangle or composite rectangle with a missing length or width and given area/perimeter

Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing. Km M1 1,0002 ______3 3,000

Multi-Digit Multiplication, Patterns, Area and Perimeter

Multiplication (4 x 1 and 2 x 2 digits) with strategies-Partial products, rectangular array and area model o Use strategies based on place value and properties of

operations.o Students are building conceptual understanding—do

not reinforce standard algorithm.Number and Shape Patterns with tables and converting from a larger unit to a smaller unit (record in a 2-column table)o Create two column tables starting with the largest

unit and finding the number of smaller units within a single system (km to m, cm, or mm; liters to ml; kilograms to g or mg; miles to yd, ft, or in; gallons to qt, pt, c, or fluid oz; tons to lb, intervals of time, money)

o Generate a number or shape pattern with a given rule and recognize patterns.

o Solve word problems with conversions.Area and Perimeter of rectangles and composite figures made of rectangles (taught over all three months)o Introduced in 3rd gradeoApply formulas to find area (L x W or base x height)

and perimeter (2L + 2W) to calculate and find unknowns.

oUse real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems

Read, interpret, and measure with

a protractor

Identify angles as right, obtuse, or acute by estimating before using the protractor to measure.

Students must realize there is 360 degrees in a circle. Use circle protractors (put two halves together if you don’t have a circle)

Relate the circle to a clock. Students should explore with their fraction circles and angles with the hands on the clock.

Create rays from the center point of a circle and measure the angles.

NOD Flipchart (Aug-Oct)

Geometry Aug-Oct Flipchart

Geometry: In the “Math Tools” section of active inspire, there is a full protractor.

Measure and Sketch Angles Lesson

Go-Math! and Teacher Toolbox

Chapter 3 (multiplication), Chapter 5 (number patterns), 13 (area and perimeter), chapter 12 (relative size of measurement) Geometry- Chapter 1

TT: Unit 3 Lesson 11 (multiply) Unit 5 Lesson 24 (time and money), 26 (area and Peri), 28 (angles), 29 (angles)

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Gal Cup1 162 323 _____

4th Grade Guide to Plan for Success 2017-2018

OctoberNumber of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Three-Digit Addition and Subtraction

Show a division problem with a missing partial product.

Show a rectangle or composite rectangle and ask for the area and/or perimeter.

Show a rectangle or composite rectangle with a missing length or width and given area/perimeter

Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing. Km M1 1,0002 ______3 3,000

Division and Area and Perimeter

Division (4 digit dividends and 1 digit divisors and interpreting remainders) with strategies-Partial quotients, rectangular array and area model oUse strategies based on place value and properties

of operations.oStudents are building conceptual understanding—

do not reinforce standard algorithm.Area and Perimeter of rectangles and composite figures made of rectangles o Introduced in 3rd gradeoApply formulas to find area (L x W or base x

height) and perimeter (2L + 2W) to calculate and find unknowns.

oUse real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems

Add two or more angles

Relate the circle to a clock. Students should explore with their fraction circles and angles with the hands on the clock.(continued)

Draw two lines that intersect. Measure the angles.

Recognize and notice patterns with the types of angles that will always be created.

An obtuse and an acute or two 90 degrees. Opposite angles are always the same measure.

NOD Flipchart (Aug-Oct)

POD Division Flipchart

Geometry Aug-Oct Flipchart

Measure and Sketch Angles Lesson

Go-Math! and Teacher Toolbox

Chapter 4 (division), chapter 12 (relative size of measurement), 13 (area and perimeter)Geometry- Chapter 11

TT: Unit 3 Lesson 12 (divide) / Unit 5 Lesson 26 (angles), 30 (angles)

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Gal Cup1 162 323 _____

4th Grade Guide to Plan for Success 2017-2018

Standards for Place Value, Decimals and FractionsNovember – January

Standards and DOK FSA Test SpecificationsMAFS.4.NBT.1.1: DOK 1Recognize 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 concepts of place value and division.

MAFS.4.NBT.1.2: DOK 2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MAFS.4.NBT.1.3: DOK 1Use place value understanding to round multi-digit whole numbers to any place.Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

MAFS.4.OA.1a DOK 3Determine whether an equation is true or false by using comparative relational thinking. For example, without adding 60 and 24, determine whether the equation 60 + 24 = 57 + 27 is true or false.

MAFS.4.OA.1.b DOK 3Determine the unknown whole number in an equation relating four whole numbers using comparative relational thinking. For example, solve 76 + 9 = n + 5 for n by arguing that nine is four more than five, so the unknown number must be four greater than 76.

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4th Grade Guide to Plan for Success 2017-2018MAFS.4.NF. 3.5: DOK 1Express 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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

MAFS.4.NF.3.6: DOK 1Use 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.

MAFS.4.NF.3.7: DOK 2Compare 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.

MAFS.4.MD.1.2: DOK 2Use 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.

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4th Grade Guide to Plan for Success 2017-2018

Know, Understand, Do (Nov. – Jan.)Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)o Money, Meter Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal

disco Write decimals in fraction formo Expanded formo Plot on a number line

A digit in one place represents 10 times the value of the digit to its right. oMillions to hundredthsoWrite it in different ways based on

place value blocks (5,000= 50 hundreds, 500 tens, 5,000 ones)

oA dime is ten times a penny; a dollar is ten times a dime; a ten dollar bill is ten times the one dollar bill, etc.

Read, write, and compare multi-digit numbers (including tenths and hundredths)

Round multi-digit numbers oYou can round to any of the place values, including tenths and hundredths

Add and subtract up to 1,000,000 (standard algorithm) OA.1.a and OA.1.b- Students look for relationships or what is the same and different about both sides of the equal sign. Students are not to solve the equations to find if it is true but rather compare the sides.

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4th Grade Guide to Plan for Success 2017-2018

NovemberNumber of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Four -Digit Addition and Subtraction

Riddles-without whole numbers

Model the decimal:oShow with Money, Meter

Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

oWrite decimals in fraction form .5 can be 5/10 or 50/100)

oExpanded form (1.23 = 1 + 2/10 (or 0.2) + 3/100 (or 0.30))

oPlot on a number line oName a decimal greater and

less

Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)o Show with Money, Meter Sticks, and Base Ten Blocks

(flat=one, rod=tenth, one=hundredth), decimal disco Write decimals in fraction form .5 can be 5/10 or 50/100)o Expanded form (1.23 = 1 + 2/10 (or 0.2) + 3/100 (or

0.30))o Plot on a number line

A digit in one place represents 10 times the value of the digit to its right. oMillions to hundredthsoA dime is ten times a penny; a dollar is ten times a dime; a

ten dollar bill is ten times the one dollar bill, etc.

Read, write, order, and compare multi-digit numbers

Categorize triangles (not a specific rule-just to build understanding) Similarities and

differences What can you tell me

about these triangles?Make Tangrams

Classify by angles: acute, obtuse, and right

Classify by sides: isosceles, scalene, and equilateral

NOD Nov-March Flipchart

POD Decimal Flipchart Nov-Jan

Decimal and Whole Number Place Value Yahtzee

Build a Number Decimals

10 times the digit to the right https://www.unbounded .org/math/grade-4/module-1/topic-a/lesson-2 lesson

Comparing tenths and hundredths

Geometry NOV-JAN Flipchart

Classifying Triangle Lesson

Assorted Triangles to print for sorting and classifying

Interactive Triangle Sort

Measure angles of triangle lesson

Go on a triangle huntGo-Math! and Teacher Toolbox

Chapter 9 (decimals)Geometry- Chapter 10 (classify triangles)

TT: Unit 4 Lesson 20-22 (fractions as 10ths and 100ths, compare decimals, relate decimals and fractions)

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4th Grade Guide to Plan for Success 2017-2018

DecemberNumber of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Four-Digit Addition and Subtraction

Riddles-whole numbers and decimals

Model the number (whole and decimal):oShow with Money, Meter

Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

oWrite decimals in fraction form .5 can be 5/10 or 50/100)

oExpanded form (1.23 = 1 + 2/10 (or 0.2) + 3/100 (or 0.30))

oPlot on a number line oName a decimal greater and

less oRound it to the nearest _____

Whole numbers and Decimals

Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)o Money, Meter Sticks, and Base Ten Blocks (flat=one,

rod=tenth, one=hundredth), decimal disco Write decimals in fraction formo Expanded formo Plot on a number line

A digit in one place represents 10 times the value of the digit to its right. oMillions to hundredthsoWrite it in different ways based on place value blocks

(5,000= 50 hundreds, 500 tens, 5,000 ones)oA dime is ten times a penny; a dollar is ten times a dime; a

ten dollar bill is ten times the one dollar bill, etc.

Read, write, order, and compare multi-digit numbers

Round multi-digit numbers oYou can round to any of the place values, including

tenths and hundredths

Decomposing shapes to form triangles

A square and rectangles cut on a diagonal

What do you notice?Estimate and measureWhat are the angles?What do you notice about the sides?Introduction to lines of symmetry

Printout of above pic

NOD Nov-March Flipchart

POD Decimal Flipchart Nov-Jan

Decimal and Whole Number Place Value Yahtzee

Build a Number Decimals

Geometry NOV-JAN Flipchart

Classifying Triangle Lesson

Assorted Triangles to print for sorting and classifying

Interactive Triangle Sort

Measure angles of triangle lesson

Go on a triangle huntGo-Math! and Teacher Toolbox

Chapter 1 (whole numbers), Chapter 9 (decimals)Geometry- Chapter 10 (classify triangles)TT- Unit 1, Lesson 1, 2, 4

TT: Unit 4 Lesson 20-22 (fractions as 10ths and 100ths, compare decimals, relate decimals and fractions)Unit 1 Lesson 1 (place value) , 2 (compare), 4 (round)

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4th Grade Guide to Plan for Success 2017-2018

JanuaryNumber of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Five-Digit Addition and Subtraction

Riddles-whole numbers and decimals

Model the number (whole and decimal):oShow with Money, Meter

Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

oWrite decimals in fraction form .5 can be 5/10 or 50/100)

oExpanded form (1.23 = 1 + 2/10 (or 0.2) + 3/100 (or 0.30))

oPlot on a number line oName a decimal greater and less oRound it to the nearest _____

Whole numbers and Decimals

Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)

o Money, Meter Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

o Write decimals in fraction formo Expanded formo Plot on a number line

A digit in one place represents 10 times the value of the digit to its right.

o Millions to hundredthso Write it in different ways based on place value blocks (5,000=

50 hundreds, 500 tens, 5,000 ones)o A dime is ten times a penny; a dollar is ten times a dime; a ten

dollar bill is ten times the one dollar bill, etc.

Read, write, order, and compare multi-digit numbers

Round multi-digit numbers o You can round to any of the place values, including tenths and

hundredths

Continue exploration of triangles

NOD Nov-March Flipchart

POD Decimal Flipchart Nov-Jan

Decimal and Whole Number Place Value Yahtzee

Build a Number Decimals

Geometry NOV-JAN Flipchart

Classifying Triangle Lesson

Assorted Triangles to print for sorting and classifying

Interactive Triangle Sort

Measure angles of triangle lesson

Go on a triangle hunt

Go-Math! and Teacher Toolbox

Chapter 1 (whole numbers), Chapter 9 (decimals) Geometry- Chapter 10 (classify triangles)

TT: Unit 4 Lesson 20-22 (fractions as 10ths and 100ths, compare decimals, relate decimals and fractions)Unit 1 Lesson 1 (place value) , 2 (compare), 4 (round)

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4th Grade Guide to Plan for Success 2017-2018

Fractions OverviewFebruary – April

Standards and DOK FSA Test Specifications

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4th Grade Guide to Plan for Success 2017-2018MAFS.4.NF.1.1: DOK 3Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × 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.

MAFS.4.NF.1.2: DOK 2Compare 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.Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

MAFS.4.NF.2.3: DOK 2Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.

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.

MAFS.4.MD.2.4: DOK 2Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving

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4th Grade Guide to Plan for Success 2017-2018addition 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.

MAFS.4.NF.2.4: DOK 2Apply 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. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

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. For example, use a visual fraction model 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 problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, 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 many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Grade 4 expectations in this domain are limited to fractions with denominators 2,3, 4, 5, 6, 8, 10, 12, and 100.

MAFS.4.MD.1.2: DOK 2Use 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.

Know, Understand, Do (Feb. – April)Representing fractions

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4th Grade Guide to Plan for Success 2017-2018

o Meaning of a fractiono Importance of size of a wholeo Relationship between numerator and denominator

Equivalent fractions (denominators 2-6, 8, 10, 12, 100) o Define and describe the relationship of the numerator and denominator. o Construct equivalent fractions using visual models and represent them numerically.o Define and describe equivalent fractions and non-equivalent fractions. o Explain how the fraction can be represented in multiple ways. o Analyze the patterns created when making a set of equivalent fractions. o Describe how the numerator and denominator are affected when you create an equivalent fraction and

relate it to the principle of the Identity Property of Multiplication.o Without using a visual model, create 5 fractions that are equivalent and explain how you know.

Comparing fractions-thinking of benchmarks of 0, ½ and 1 and justify with a visual fraction model (whole has to be the same size for both)

o Third grade compared fractions with the same numerators or the same denominators with visual models. It is o Think about the size of the whole in relation to 0, ½, or 1

Use word problems to introduce:Add and subtract fractions with like denominators Decompose fractions into its parts (6/4 = 4/4 + 2/4 or 1 and 2/4) (make sure to include fractions greater than one)Add and subtract mixed fractions by decomposing fractions (using understandings of fractions greater than one) Make a line plot to display data of measurement in fractions of a unit (1/2, ¼, 1/8) and solve addition and subtraction problems by using information in the line plot. Relate addition (groups x how many in a group) and subtraction (decomposing) to multiplication (whole number x fraction)

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------Relate to equivalent fractions

4th Grade Guide to Plan for Success 2017-2018

FebruaryNumber of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

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4th Grade Guide to Plan for Success 2017-2018

Five-Digit Addition and Subtraction

Make the comparison (>,<,=) true with a missing numerator or denominator in one of the fractions.

True or false? Justify- show two fractions being compared

Fraction of the Day: (also use fractions greater than one and mixed numbers)

Model it-draw with a visualCreate equivalent fractionsPlot it on a number lineMake a fraction greater or less thanDecompose it (2/8= 1/8 +1/8)Make it a multiplication equation (3/6 = 3 x (1/6))-using repeated additionMake it whole (6/8= 6/8 + 1/8 + 1/8 (or 2/8))

If applies, make it a mixed number or a fraction greater than one

Equivalent Fractions and Comparing Fractions(denominators 2-6, 8, 10, 12, 100)

Define and describe the relationship of the numerator and denominator. When given/shown a fraction, students find/create the wholeConstruct equivalent fractions using visual models and represent them numerically.Define and describe equivalent fractions and non-equivalent fractions. Explain how the fraction can be represented in multiple ways. Analyze the patterns created when making a set of equivalent fractions. Apply factors and multiples to create equivalent fractions. Describe how the numerator and denominator are affected when you create an equivalent fraction and relate it to the principle of the Identity Property of Multiplication.Without using a visual model, create 5 fractions that are equivalent and explain how you know.

Comparing fractions-thinking of benchmarks of 0, ½ and 1 and justify with a visual fraction model (whole has to be the same size for both)o Third grade compared fractions with the same

numerators or the same denominators with visual models. It is important for you to continue this thinking.

o Think about the size of the whole in relation to 0, ½, or 1

o Use mixed numbers and fractions greater than one

Open Middle Task: Equivalent fractions and decimals

Equivalent Fraction lesson from Learn Zillion

EngageNY, Module 5, Lesson 9(9-11 match equivalent fractions)

Classify Quadrilaterals Based on perpendicular and parallel lines and types of angles

Li

ne

Symmetry is a fold along a line that creates matching parts.Students need lots of practice folding shapes to find the line symmetry. All regular polygons have multiple lines of symmetry based on the amount of sides in the shape. Students should experience that.

NOD Flipchart

Plotting Fractions on a number line lesson

Quadrilateral and Symmetry Flipchartquadrilaterals printoutInteractive Quadrilateral SortQuadrilateral Song with PropertiesQuadrilateral FlipchartPolygon Capture GameRoping quadrilaterals lesson/gamePolygon Express

Go-Math! and Teacher Toolbox

Chapter 6 (equivalent and compare fractions), 9 (fractions and decimals)6.2-equivalent fractions, 6.6-6.8 comparing fractions (other lessons are deleted)Geometry-Chapter 10 (symmetry, quadrilaterals)

TT: Unit 4 Lesson 13-14 (equivalent and comparing)

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4th Grade Guide to Plan for Success 2017-2018

March and April Number of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Six-Digit Addition and Subtraction

Fraction of the Day: (also use fractions greater than one and mixed numbers)

Model it-draw with a visualCreate equivalent fractionsPlot it on a number lineMake a fraction greater or less thanWays of decomposing it (4 ¼ = 4/4 +4/4 + 4/4 + 4/4 + ¼, 3 and 5/4, 2 and 9/4, 1 and 13/4 or 17/4)Make it a multiplication equation (3/6 = 3 x (1/6))-using repeated additionMake it whole (6/8= 6/8 + 1/8 + 1/8 (or 2/8)) If applies, make it a mixed number or a fraction greater than one

Adding and Subtracting Fractions, and Multiplying a Whole Number by a Fraction

Manipulatives and Visual Models for all!Use word problems to introduce:

Add and subtract fractions with like denominators Decompose fractions into its parts (6/4 = 4/4 + 2/4 or 1 and 2/4) (make sure to include fractions greater than one and mixed numbers for students to rename)Add and subtract mixed fractions by decomposing fractions (using understandings of fractions greater than one) Make a line plot to display data of measurement in fractions of a unit (1/2, ¼, 1/8) and solve addition and subtraction problems by using information in the line plot. Relate addition (groups x how many in a group) and subtraction (decomposing) to multiplication (whole number x fraction)

Classify Quadrilaterals Based on perpendicular and parallel lines and types of angles

Line

Symmetry is a fold along a line that creates matching parts.Students need lots of practice folding shapes to find the line symmetry. All regular polygons have multiple lines of symmetry based on the amount of sides in the shape. Students should experience that.

NOD Flipchart

Line plot lesson

Quadrilateral and Symmetry Flipchartquadrilaterals printoutInteractive Quadrilateral SortQuadrilateral Song with PropertiesQuadrilateral FlipchartPolygon Capture GameRoping quadrilaterals lesson/gamePolygon Express Great video that shows how to teach quadrilaterals

Go-Math! and Teacher Toolbox

Chapter 7 (add and subtract fractions), 8 (multiply fractions), Chapter 12 (line plots) Geometry- Geometry-Chapter 10 (symmetry, quadrilaterals)

TT: Unit 4 Lesson 15-19 (fractions) / Unit 5 Lesson 27 (line plots) / Unit 6 Lesson 32 (classify 2d), 33 (symmetry)

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4th Grade Guide to Plan for Success 2017-2018

May Number of the Day and Problem of the Day Focus Teacher Notes

All 4th Grade Standards

Math In Action-Ready Teacher ToolboxOpen TasksCritical Performance TasksProjectsSTEM ActivitiesTT Performance Tasks

The students need to show mastery on all grade level skills before “Ready for Grade 5” is considered

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4th Grade Guide to Plan for Success 2017-2018

Geometry Overview (Standards dispersed throughout the year) Standards and DOK FSA Test Specifications

MAFS.4.G.1.1: DOK 1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

MAFS.4.G.1.2: DOK 2Classify 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.

MAFS.4.G.1.3: DOK 2Recognize 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.

MAFS.4.MD.3.5: DOK 1Recognize 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.

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4th Grade Guide to Plan for Success 2017-2018MAFS.4.MD.3.6: DOK 2Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

MAFS.4.MD.3.7: DOK 2Recognize 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 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.

MAFS.4.MD.1.2: DOK 2Use 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.

Know, Understand, DoDrawing points, lines, line segments, rays, and angles Identify and classify shapes- based on perpendicular and parallel lines and angles (right, acute, obtuse)Measure and draw angles (Use a circle protractor to make regular polygon)Decompose angle measures (90 degrees = 30 degrees and 60 degrees) and find unknowns (line = 180 degrees, what is the measure of the angle)Identify and classify triangles (by sides and angles)Symmetry

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