grade math... · web viewtopic #1: generalize place value understanding duration: 5 days. idoe...

Grade Level: 4th Subject: MathTopic #1: Generalize Place Value Understanding Duration: 5 days

IDOE Guidan

ceStandard

EnvisionLesson Objective Vocabulary Materials

Important

Content

4.NS.1 Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000.

1-1: Numbers through one million

Read and write numbers in expanded form, with numerals, and using number names.

Place value

Millions Period Expanded

form

Place-value charts

Self-stick notes

Poster board Number

lines Colored

pencils

1-2: Place value relationships

Recognize the relationship between adjacent digits in a multi-digit number.

NoneEL Strategies:

Strategies: Use prior knowledge to understand meanings.

Reading: Use visual support to enhance understanding.

Reading: Develop basic sight vocabulary.

Additional

Content

4.NS.2 Compare two whole numbers up to 1,000,000 using >, =, and < symbols.

1-3: Compare whole numbers

Use place value to compare multi-digit numbers.

Greater than symbol (>)

Less than symbol (<)

Grade Level: 4th Subject: MathSpeaking: Speak using content area vocabulary in context.

Listening: Learn academic vocabulary.

Important

Content

4.NS.9 Use place value understanding to round multi-digit whole numbers to any given place value.

1-4: Round whole numbers

Use place value to round multi-digit numbers.

Rounding

Additional

Content

4.NS.2 Compare two whole numbers up to 1,000,000 using >, =, and < symbols.

1-5: Problem Solving: Construct arguments

Use previously learned concepts and skills to construct arguments about place value.

Conjecture

Grade Level: 4th Subject: MathTopic #2: Fluently Add and Subtract Multi-Digit Whole Numbers Duration: 6 days

IDOE Guidan

ceStandard


Critical Content

Prepares for 4.C.1 Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach

2-1: Mental Math: Find sums and differences

Add and subtract whole numbers mentally using a variety of methods.

Commutative Property of Addition

Associative Property of Addition

Identity Property of Addition

Counting on

Compensation

Place-value blocks

Place-value charts

2-2: Mental Math: Estimate sums and differences

Round greater whole numbers to estimate sums and differences.

NoneEL Strategies:

Reading: Read grade-appropriate content area text.

Reading: Use

Grade Level: 4th Subject: Mathsupport from peers to develop vocabulary.

Speaking: Internalize English words needed for communication.

Speaking: Share information in cooperative learning interactions.

Listening: Learn new academic vocabulary.

Listening: Demonstrate listening comprehension by responding to questions.

Critical Content

4.C.1 Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach

4.AT.1 Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

2-3: Add whole numbers

Add numbers to one million with and without regrouping using the standard algorithm.

Variable Algorithm

2-4: Subtract Whole Numbers

Use place value and an algorithm to subtract whole numbers.

Inverse operations

2-5: Subtract across zeros

Use number sense and regrouping to subtract across zeros.

None

2-6: Problem Solving: Reasoning

Use previously learned concepts and skills to reason abstractly and make sense of quantities and their relationships in problem situations.

None

Grade Level: 4th Subject: MathTopic #3: Use Strategies and Properties to Multiply by 1-Digit Numbers

Duration: 11 daysIDOE

Guidance

StandardEnvisionLesson Objective Vocabulary Materials

Critical Content

/Importa

nt Content

4.C.2 Multiply 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. Describe the strategy and explain the reasoning.

4.C.4 Multiply fluently within 100.

3-1: Mental Math: Multiply by multiples of 10, 100, and 1,000

Multiply multiples of 10, 100, and 1,000 using mental math and place-value strategies.

Associative Property of Multiplication

Place-value blocks

Number lines

Money Colored

pencils ¼” grid

paper Scissors Tape

Critical Content

Prepares for 4.C.2 Multiply a whole number of up to four digits by a one-digit whole number and

3-2: Mental Math: Round to estimate

Use rounding to estimate products and check if answers are reasonable.

NoneEL Strategies:

Reading: Demonstrate comprehension by responding to

Grade Level: 4th Subject: Mathmultiply two two-digit numbers, using strategies based on place value and the properties of operations. Describe the strategy and explain the reasoning.

products questions.

Speaking: Use vocabulary during speaking assignments

Speaking: Share information in cooperative learning interactions.Speaking: Speak using content area vocabulary in context.

Speaking: Speak using content area vocabulary in context.

Listening: Seek clarification of spoken language.

Listening: Learn new language structures.

Important

Content

4.C.7 Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can be multiplied in any order. Understand and use the distributive property.

3-3: The distributive property

Use the Distributive Property to multiply larger numbers.

Numerical expression

Distributive Property

3-4: Mental Math: Strategies for multiplication

Use place value and properties of operations to multiply mentally.

Compensation

Commutative Property of Multiplication

Grade Level: 4th Subject: MathListening:Demonstrate listening comprehension by collaborating with peers.

Listening:Demonstrate listening comprehension by taking notes.

Listening:Demonstrate listening comprehension by retelling.

Important

Content

4.C.7 Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can be multiplied in any order. Understand and use the distributive property.

4.AT.2 Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and

3-5: Arrays and partial products

Use arrays and partial products to multiply 3- and 4-digit numbers by 1-digit numbers.

Partial products

Grade Level: 4th Subject: Mathdivision to solve real-world and other mathematical problems.

Critical Content


3-6: Use partial products to multiply by 1-digit numbers

Use place value and partial products to multiply 3- and 4-digit numbers by 1-digit numbers.

None

3-7: Multiply 2- and 3-digit numbers by 1-digit

Use place value and the standard algorithm to multiply 2- and 3-digit numbers by 1-digit numbers.

None

Important

Content

4.C.4 Multiply fluently within 100.

IN 1: Multiply within 100

Fluently find products within 100

None

Critical Content

4.C.2 Multiply a whole number of up to four digits by a one-digit whole

3-8: Multiply 4-digit by 1-digit

Use the standard algorithm to multiply 4-digit numbers by 1-digit numbers.

None

Grade Level: 4th Subject: Mathnumber and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Describe the strategy and explain the reasoning.

numbers

3-9: Multiply by 1-digit numbers

Use the standard algorithm to multiply 4-digit numbers by 1-digit numbers.

None

Critical Content

/Importa

nt Content


4.AT.2 Recognize and apply the relationships between addition and multiplication,

3-10: Problem Solving: Model with math

Use previously learned concepts and skills to represent and solve problems.

None

Grade Level: 4th Subject: Mathbetween subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems.

Grade Level: 4th Subject: MathTopic #: 4 Use Strategies and Properties to Multiply by 2-Digit Numbers


Guidance


Critical Content


4-1: Mental math: Multiply multiples of 10

Use mental-math strategies to multiply 2-digit by 2-digit multiples of ten.

None ¼” grid paper

Colored pencils

Place-value blocks

Index cards

Money Crayons or

markers

4-2: Use models to multiply 2-digit numbers by multiples of 10

Use models and properties of operations to multiply 2-digit numbers by multiples of ten.

NoneEL Strategies:

Reading: Use contextual support to develop vocabulary.

Reading: Use visual support to develop background Critical Prepares for 4.C.2 4-3: Estimate products for 2- None

Grade Level: 4th Subject: MathContent Multiply 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. Describe the strategy and explain the reasoning.

Estimate: Use rounding

digit by 2-digit multiplication problems by rounding the factors to multiples of ten.

knowledge.


Reading: U se visual support to enhance or confirm understanding.

Reading: Use support from peers and teachers to develop vocabulary.

Reading: Use visual support to develop vocabulary.

Reading: Use contextual support to enhance or confirm understanding.

Speaking: peak

4-4: Estimate: Use compatible numbers

Use compatible numbers to estimate products of 2-digit by 2-digit multiplication problems.

Compatible numbers

Important

Content

4.C.7 Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can be multiplied in any order. Understand

4-5: Arrays and partial products

Use arrays, place value, partial products, and properties of operations to multiply two 2-digit numbers.

None

4-6: Multiply using the distributive property

Use the Distributive Property and an area model to multiply two 2-digit numbers.

None

Grade Level: 4th Subject: Mathand use the distributive property.

using content area vocabulary in context.

Listening: Learn new language structures.

Listening: Demonstrate listening comprehension by taking notes.


Critical Content


4-7: Use partial products to multiply by 2-digit numbers

Use place value and partial products to calculate products of 2-digit by 2-digit multiplication problems.

None

4-8: Multiply 2-digit numbers by multiples of 10

Use area models and place-value strategies to multiply 2-digit numbers by multiples of 10.

None

4-9: Multiply 2-digit by 2-digit numbers

Use the expanded and the standard algorithm to multiply 2-digit by 2-digit numbers. Estimate to check if products are reasonable.

None

4-10: Use models and None

Grade Level: 4th Subject: MathContinue to multiply by 2-digit numbers

algorithms to solve 2-digit by 2-digit multiplication problems.

4-11: Problem Solving: Make sense and persevere

Make sense of problems and persevere in solving them.

None

Grade Level: 4th Subject: MathTopic #: 5 Use Strategies and Properties to Divide by 1-Digit Numbers


Guidance


Critical Content

4.C.3 Find 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. Describe the strategy and explain the reasoning.

5-1: Mental Math: Find quotients

Use mental-math and place-value strategies to divide multiples of 10 and 100 by 1-digit divisors.

None 2-color counters

Crayons Empty milk

cartons Place-value

blocks

Critical Content

Prepares for 4.C.3 Find whole-number quotients and remainders with up to four-digit

5-2: Mental Math: Estimate quotients

Use compatible numbers to estimate quotients.

NoneEL Strategies:

Strategies: Use strategies when speaking including using

Grade Level: 4th Subject: Mathdividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning.

synonyms.

Strategies: Monitor language production.

Strategies: Use prior knowledge to understand meanings.

Reading: Use support from peers or teachers to read grade-appropriate content area text.


Reading: Use support from peers/teachers to develop vocabulary.

Reading:

5-3: Mental Math: Estimate quotients for greater dividends

Use place-value patterns and division facts to estimate quotients for 4-digit dividends.

None

Critical Content


5-4: Interpret remainders

Solve division problems and interpret remainders.

Remainder

5-5: Division as sharing

Use place value and drawings to divide 2- and 3-digit numbers by 1-digit numbers.

None

Grade Level: 4th Subject: MathDemonstrate comprehension by taking notes.

Speaking: Ask and give information using key words or expressions.

Speaking: Use abstract and content-based vocabulary during speaking assignments.

Speaking: Express opinions.

Critical Content

/Importa

nt Content


4.AT.2 Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other

5-6: Use partial quotients to divide

Use partial quotients to divide.

Partial quotients

5-7: Use partial quotients to divide: Greater dividends

Use partial quotients and place-value understandings to divide with greater dividends.

None

5-8: Divide with 1-digit numbers

Divide 2- and 3-digit numbers by 1-digit numbers using the standard division algorithm.

None

Grade Level: 4th Subject: Mathmathematical problems.

Critical Content


5-9: Continue to divide with 1-digit numbers

Divide 4-digit numbers by 1-digit numbers using the standard division algorithm.

None


Use previously-learned concepts and skills to model and solve problems.

None

Grade Level: 4th Subject: MathTopic #: 6 Use Operations with Whole Numbers to Solve Problems Duration: 5 days

IDOE Guidan

ceStandard


Important

Content/

Critical Content

4.AT.3 Interpret 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

4.AT.4 Solve real-world problems with whole numbers involving multiplicative comparison (e.g., by using drawings and equations with a

6-1: Solve comparison situations

Interpret comparisons as multiplication or addition equations

None 2-color counters

6-2: Continue to solve comparison situations

Use multiplication and division to compare two quantities.

NoneEL Strategies:

Strategies:

Reading: Demonstrate comprehension by retelling information.

Reading: Derive meaning from environmental print.

Speaking: Ask and give information using key words or expressions.

6-3: Solve multi-step problems

Solve two-step problems by finding and solving the hidden question first.

None

6-4: Solve more multi-step problems

Solve multi-step problems by finding and solving hidden questions first.

None

Grade Level: 4th Subject: Mathsymbol for the unknown number to represent the problem), distinguishing multiplicative comparison from additive comparison. [In grade 4, division problems should not include a remainder.]

6-5: Problem Solving: Make sense and persevere

Make sense of a multi-step problem and keep working until it is solved.

NoneSpeaking: Express ideas.

Listening: Use visual support to confirm understanding.

Topic #: 7 Factors and Multiples Duration: 5 daysIDOE

Guidance


Important

Content

4.NS.8 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 one-digit number.

7-1: Understand factors

Use arrays to find the factors of a given whole number

Factor Centimeter grid paper

2-color square counters

2-color counters

7-2: Factors

Use multiplication to find all the factor pairs for a whole number.

Factor pair

Multiple

EL Strategies: Strategies: Use prior knowledge

Grade Level: 4th Subject: Mathto understand meanings.

Strategies: Use and reuse academic language in meaningful ways when speaking.



Listening: Use visual support to confirm understanding.

7-3: Problem Solving: Repeated reasoning

Solve two-step problems by finding and solving the hidden question first.

Generalize

Important

Content

Extends 4.NS.8 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 one-digit number.

7-4: Prime and composite numbers

Use factors to determine whether a whole number greater than 1 is prime or composite

Prime number

Composite number

Important

Content

4.NS.8 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

7-5: Multiples

Use multiplication to find multiples of a given number.

None

Grade Level: 4th Subject: Mathgiven whole number in the range 1–100 is a multiple of a given one-digit number.

Grade Level: 4th Subject: MathTopic #: 8 Extend Understanding of Fraction Equivalence and Ordering Duration: 7 days

IDOE Guidan

ceStandard


Important

Content

4.NS.4 Explain 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. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.]

8-1: Equivalent fractions: Area models

Use area models to recognize and generate equivalent fractions

Equivalent fractions

Fraction Numerato

r Denomina

tor

Fraction strips

Number lines

Crayons Makers Colored

pencils Index

cards

8-2: Equivalent fractions: Number lines

Use a number line to locate and identify equivalent fractions.

NoneEL Strategies: Strategies: Use prior experiences to understand meanings.

Strategies: Monitor language production.

8-3: Generate equivalent fractions: Multiplicat

Use multiplication to find equivalent fractions.

None

Grade Level: 4th Subject: Mathion Reading:

Develop basic sight vocabulary.

Speaking: Explain content area information.

Speaking: Speak using content-area vocabulary in context.


Listening: Listen to information.

8-4: Generate equivalent fractions: Division

Use division to find equivalent fractions.

Common factor

4.NS.3 Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures.

IN 2: Mixed numbers

Use objects or pictures to write mixed numbers that are equivalent to improper fractions, write improper fractions as whole numbers or mixed numbers, and write a whole number as a fraction.

Mixed number

Improper fraction

Critical Content

4.NS.5 Compare two fractions with different numerators and different denominators (e.g.,

8-5: Use benchmarks to compare fractions

Use benchmarks, area models, and number lines to compare fractions.

Benchmark fraction

Grade Level: 4th Subject: Mathby creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize 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).

8-6: Compare fractions

Use models or rename fractions to compare.

None

8-7: Problem Solving: Construct arguments

Construct arguments about fractions.

None

Topic #: 9 Understand Addition and Subtraction of Fractions Duration: 11 daysIDOE

Guidance


Critical Content

4.C.5 Add and subtract fractions with common denominators. Decompose a

9-1: Model addition of fractions

Use fraction strips and number lines to add fractions

None Number lines

Fractions strips

Circle

Grade Level: 4th Subject: Mathfraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole

fraction models

Measuring cups

Colored pencils

Red, blue, and green crayons

Number cubes

Markers

9-2: Decompose fractions

Decompose a fraction or mixed number into a sum of fractions in more than one way.

Decompose

Compose Mixed

number

EL Strategies: Strategies: Use prior knowledge to understand meanings.

Strategies:

Reading: Use contextual support to develop vocabulary.

Reading: Use visual and contextual

Critical Content

4.C.5 Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of

9-3: Add fractions with like denominators

Solves problems involving joining parts of the same whole by adding fractions.

None

9-4: Model subtraction of fractions

. Use tools such as fraction strips, area models, and number lines to subtract fractions.

None

Grade Level: 4th Subject: Mathfractions as combining and separating parts referring to the same whole

4.AT.5 Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). 4

supports.

Reading: Derive meaning from print.

Speaking: Speak using grade-level content area vocabulary.

Speaking: Express ideas aloud.


Speaking: Express ideas on a variety of topics.

Listening: Learn vocabulary that is heard.

Listening: Learn academic vocabulary.

9-5: Subtract fractions with like denominators

Solve problems involving separating parts of the same whole by subtracting fractions.

None

9-6: Add and subtract fractions with like denominators

Count forward or backward on a number line to add or subtract.

None

9-7: Estimate fraction sums and differences

Use number lines and benchmark fractions to estimate fraction sums and differences.

None

Critical Content

4.C.6 Add and subtract mixed numbers with common

9-8: Model addition and subtraction

.Use models and equivalent fractions to add and subtract mixed numbers.

None

Grade Level: 4th Subject: Mathdenominators (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).

4.AT.5 Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem).

of mixed numbers Learning: Use

prior knowledge.

9-9: Add mixed numbers

Use equivalent fractions and properties of operations to add mixed numbers with like denominators.

None

9-10: Subtract mixed numbers

Use equivalent fractions, properties of operations, and the relationship between addition and subtraction to subtract mixed numbers with like denominators.

None

Critical Content

4.AT.5 Solve real-world problems involving addition and subtraction of fractions referring to the same whole and


Use previously learned concepts and skills to represent and solve problems.

None

Grade Level: 4th Subject: Mathhaving common denominators (e.g., by using visual fraction models and

Grade Level: 4th Subject: MathTopic #: 10 Extend Multiplication Concepts to Fractions Duration: 6 days

IDOE Guidan

ceStandard


Critical Content

Extends 4.C.5 Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole

10-1: Fractions as multiples of unit fractions: Use models

Use a model to understand a fraction as a multiple of a unit fraction.

Unit fraction

Fraction strips

Clock face

10-2: Multiply a fraction by a whole number: Use models

Use models to multiply fractions by whole numbers.

NoneEL Strategies:

Reading: Demonstrate comprehension by retelling information.

Reading: Demonstrate comprehension by summarizing information.

Speaking: Share information in

10-3 Multiply a fraction by a whole number: Use

Use symbols and equations to multiply a fraction by a whole number.

None

Grade Level: 4th Subject: Mathsymbols cooperative

learning interactions.

Speaking: Respond to new information.

Listening: Demonstrate listening comprehension by taking notes.

Listening: Demonstrate listening comprehension by collaborating with peers.

10-4 Multiply a whole number and a mixed number

Use drawings and equations to represent and solve problems involving multiplying a whole number and a mixed number.

None

10-5 Solve time problems

Use the four operations to solve problems involving time.

None

10-6 Problem Solving: Model with math

Use previously-learned concepts and skills to represent and solve problems.

None

Grade Level: 4th Subject: MathTopic #: 11 Represent and Interpret Data on Line Plots Duration: 7 days

IDOE Guidan

ceStandard


Critical Content

4.DA.1 Formulate questions that can be addressed with data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, and bar graphs.

IN 3: Collect and organize data

Formulate questions that can be answered with data and collect and organize data to answer appropriate questions.

Survey Frequenc

y table

Dot cubes Grid paper Centimeter

ruler Number

lines

IN 4: Interpret data in bar graphs

Represent and interpret data in bar graphs.

Bar graph

Scale Interval

EL Strategies:

Reading: Expand comprehension by drawing conclusions from graphic sources.

Reading: Use visual and contextual support to comprehend increasingly challenging language.

Reading:

Important

Content

4.DA.3 Interpret data displayed in a circle graph

IN 5: Interpret data in circle graphs

Interpret data displayed in circle graphs.

Circle graph

Important

4.DA.2 Make a line plot to display a data set of measurements

11-1: Read line plots

Read and interpret data using line plots.

Line plot Outlier

Grade Level: 4th Subject: MathContent in fractions of a unit

(1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using data displayed in line plots.

Demonstrate comprehension by responding to questions.

Speaking: Express ideas on a variety of social and grade-appropriate academic topics.

Listening: Listen to ideas and information.



11-2: Make line plots

Represent data using line plots and interpret data in line plots to solve problems.

None

11-3: Use line plots to solve problems

Solve problems involving line plots and fractions.

None

11-4: Problem Solving: Critique reasoning

Critique the reasoning of others using an understanding of line plots.

None

Grade Level: 4th Subject: MathTopic #: 12 Understand and Compare Decimals Duration: 6 days

IDOE Guidan

ceStandard


Critical Content

4.NS.6 Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form and expanded form to represent decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75).

12-1: Fractions and decimals

Relate fractions and decimals with denominators of 10 and 100.

Tenth Hundredt

h Decimal Decimal

point

Decimal place value

Decimal models

2-color counters

Colored pencils

Number line

Hundredths grid

Index cards

Poster board

Money

12-2: Fractions and decimals on the number

Locate and describe fractions and decimals on number lines.

NoneEL Strategies:

Strategies: Use accessible language and learn new essential

Grade Level: 4th Subject: Mathline language.

Reading: Use visual and contextual support to develop vocabulary.

Reading: Use support from peers and teachers to enhance understanding.

Reading: Comprehend English vocabulary used routinely in written classroom materials.

Speaking: Speak using content area vocabulary.

Speaking: Describe information.

Important

Content

4.NS.7 Compare two decimals to hundredths by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model).

12-3: Compare decimals

None

Critical Content

4.C.5 Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts

12-4: Add fractions with denominators of 10 and 100

Add fractions with denominators of 10 and 100 by using equivalent fractions.

None

Grade Level: 4th Subject: Mathreferring to the same whole.

Important

Content

4.M.3 Use the four operations to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

12-5: Solve word problems involving money

Use fractions or decimals to solve word problems involving money.

None

12-6: Problem Solving: Look for and understand structure

Use the structure of the place-value system for decimals to solve problems.

None

Topic #: 13 Measurement: Find Equivalence in Units of Measure Duration: 8 days

IDOE Guidan

ceStandard


Critical Content

4.M.2 Know relative sizes of

13-1: Equivalenc

Recognize the relative size of customary units of

None Inch ruler Yardstick

Grade Level: 4th Subject: Math/

Important

Content

measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a single system of measurement. Record measurement equivalents in a two-column table.

4.M.3 Use the four operations to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in

e with customary units of length

length and convert from a larger unit to a smaller unit.

Rice 3 1-quart

containers 1 1-pint

container 1 1-cup

container Centimeter

ruler Meterstick Centimeter

grid paper Various

objects to measure

13-2: Equivalence with customary units of capacity

Recognize the relative size of customary units of capacity and convert from a larger unit to a smaller unit.

Capacity Quart Gallon Cup Pint Fluid

ounce

EL Strategies:

Strategies: Use strategic learning techniques including reviewing basic math vocabulary.

Reading: Use visual support to enhance or confirm understanding.

13-3: Write Numerical Expressions

Recognize the relative size of customary units of weight and convert from a larger unit to a smaller unit.

Weight Ounce Pound Ton

Grade Level: 4th Subject: Mathterms of a smaller unit.

Reading: Use support from teachers to develop vocabulary.

Reading: Use visual and contextual support to comprehend increasingly challenging language.

Speaking: Explain content information.


Speaking: Speak, using content-area vocabulary in context.

Listening: Demonstrate

13-4: Equivalence with metric units of length

Recognize the relative size of metric units of length and convert from a larger unit to a smaller unit.

Millimeter

Centimeter

Meter Kilometer

Critical Content

4.M.1 Measure length to the nearest quarter-inch, eighth-inch, and millimeter

IN 6: Measure length

Measure length to the nearest ¼ inch, 1/8 inch, and millimeter.

None

Critical Content

/Importa

nt Content

4.M.2 Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a single system of measurement. Record measurement equivalents in a two-

13-5: Equivalence with metric units of capacity and mass

Recognize the relative size of metric units of capacity and mass and convert from a larger unit to a smaller unit.

Mass Milliliter Liter Gram Milligram Kilogram

Grade Level: 4th Subject: Mathcolumn table.


listening comprehension by summarizing.

Critical Content

4.M.4 Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes

13-6: Solve perimeter and area problems

Find the unknown length or width of a rectangle using the known area or perimeter.

Perimeter Area Formula

Grade Level: 4th Subject: Mathcomposed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

Important

Content/Critical Content


13-7: Problem Solving: Precision

Be precise when solving measurement problems.

Grade Level: 4th Subject: Math4.M.4 Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

Topic #: 14 Algebra: Generate and Analyze Patterns Duration: 5 daysIDOE

Guidance


Grade Level: 4th Subject: MathAdditio

nal Content

4.AT.6 Describe a relationship between two variables and use to find a second number when a first number is given. Generate a number pattern that follows a given rule.

14-1: Number sequences

Create or extend a number sequence based on a rule. Identify features of the pattern in the sequence that are not described by the rule.

Rule Pattern blocks

Centimeter grid paper

14-2: Patterns: Number Rules

Use a rule to extend a number pattern and solve a problem. Identify features of the pattern.

NoneEL Strategies:

Reading: Expand comprehension by predicting.

Reading: Comprehend English vocabulary and language structures used routinely in written classroom materials.

Speaking: Ask and give information using key words and expressions.

Listening: Learn new academic

14-3: Patterns: Repeating Shapes

Generate a shape pattern that follows a given rule and predict a shape in the pattern.

Repeating pattern

Additional

Content/

Critical Content

4.AT.6 Describe a relationship between two variables and use to find a second number when a first number is given. Generate a number pattern that follows a given rule.

4.M.4 Apply the area

14-4: Problem Solving: Reasoning

Solve problems by using patterns.

None

Grade Level: 4th Subject: Mathand perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

expressions.

Listening: Demonstrate listening comprehension by following directions.

Additional

Content

4.AT.6 Describe a relationship between two variables and use to find a second number when a first number is given. Generate a number

IN 7: Describe relationships

Understand equations as rules and use rules to generate a pattern.

None

Grade Level: 4th Subject: Mathpattern that follows a given rule.

Grade Level: 4th Subject: MathTopic #: 15 Geometric Measurement: Understand Concepts of Angles and Angle Measurement Duration: 6 days

IDOE Guidan

ceStandard


Additional

Content/

Critical Content

4.G.3 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint.

4.G.4 Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures

15-1: Lines, rays, and angles

Recognize and draw lines, rays, and angles with different measures.

Point Line Line

segment Ray Right

angle Acute

angle Obtuse

angle Straight

angle

Clock face Pattern

blocks Protractor Straight

edge Index

cards Scissors Centimeter

grid paper Fraction

strips Centimeter

ruler Meterstick Inch ruler Yardstick

Additional

Content

4.M.5 Understand that an angle is measured with

15-2: Understand angles

Find the measure of an angle that turns through a fraction of a circle.

Degree Unit

angle

EL Strategies:

Reading: Demonstrate

Grade Level: 4th Subject: Mathreference 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. Understand an angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure other angles. Understand an angle that turns through n one-degree angles is said to have an angle measure of n degrees.

and unit angles

Angle measure

comprehension of increasingly complex English.

Reading: Demonstrate comprehension of increasingly complex English.

Reading: Use visual and contextual support to comprehend language.

Reading: Read linguistically accommodated content area material.

Speaking: Ask and give information using vocabulary words in academic contexts.

Listening: Learn

Important

Content

4.M.6 Measure angles in whole-number degrees using appropriate tools. Sketch angles of specified measure.

15-3: Measure with unit angles

Use known angle measures to measure unknown angles.

None

Grade Level: 4th Subject: Mathacademic vocabulary.Critical

Content/

Important

Content

4.G.4. Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures.


15-4: Measure and draw angles

Use a protractor to measure and draw angles.

Protractor

Vertex

Important

Content


15-5: Add and subtract angle measures

Use addition and subtraction to solve problems with unknown angle measures.

None

15-6: Problem

Use appropriate tools, such as a protractor and

None

Grade Level: 4th Subject: MathSolving: Use appropriate tools

ruler, to solve problems.

Topic #: 16 Lines, Angles, and Shapes Duration: 6 daysIDOE

Guidance


Critical Content

4.G.4. Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures.

16-1: Lines

Draw and identify perpendicular, parallel, and intersecting lines.

Parallel lines

Perpendicular lines

Intersecting lines

Street map

Purple markers

Green markers

Yellow markers

Crayons Markers Scissors Straws Glue Centimete

r grid paper

Pattern blocks

Constructi

Grade Level: 4th Subject: Mathon paper

Dot paper Centimete

r ruler Inch ruler

Important

Content

4.G.5 Classify triangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse).

16-2: Classify triangles

Classify triangles by line segments and angles.

Right triangle

Obtuse triangle

Acute triangle

Equilateral triangle

Isosceles triangle

Scalene triangle

EL Strategies:

Strategies: Use strategic learning techniques.

Reading: Demonstrate comprehension of increasingly complex English.

Reading: Read linguistically accommodated content area material.

Reading: Use visual and contextual support to enhance understanding.

Important

Content

4.G.1 Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge and technology).

4.G.5 Classify

16-3: Classify quadrilaterals

Classify quadrilaterals by lines and angles.

Parallelogram

Rectangle Square Rhombus Trapezoid

Grade Level: 4th Subject: Mathtriangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse).

Reading:

Speaking: Explain with increasing specificity and detail as more English is acquired.


Additional

Content

4.G.2 Recognize and draw lines of symmetry in two-dimensional figures. Identify figures that have lines of symmetry

16-4: Line symmetry

Recognize and draw lines of symmetry. Identify line symmetric figures.

Line symmetric

Line of symmetry

Additional

Content

Extends 4.G.2 Recognize and draw lines of symmetry in two-dimensional figures. Identify figures that have lines of symmetry

16-5: Draw shapes with line symmetry

Draw figures that have line symmetry.

None

Important

Content

4.G.5 Classify triangles and quadrilaterals based

16-6: Problem Solving:

Use understanding of two-dimensional shapes to critique the reasoning of

None

Grade Level: 4th Subject: Mathon the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse).

Critique reasoning

others.

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