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Math

Week of Instruction

Standard Alignment

Learning Target

Vocabulary

Week 1

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

 

  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 concepts of place value and division.  

 

Read and write multi-digit whole numbers using baseten numerals, number names, and expanded form.  

 

Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.   

 

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.  

 

digits, place value, standard form, expanded form, word form, compare, greater than, less than, equal to, <, >, =

 

Week 2

4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.  

 

4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. 

Round multi-digit whole numbers to any place using place value.   

 

Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm. 

Estimate, round, number line, add, addends, sum, difference, subtract, regroup

Week 3

4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm.       

4.OA.3 Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.  

I can master 4NBT. 1,2,3, and 4.  

Represent multi-step word problems using equations with a letter standing for the unknown

Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.  

 

I can master 4NBT. 1,2,3, and 4.  

 

Represent multi-step word problems using equations with a letter standing quantity.  

 

Interpret multistep word problems and determine the appropriate operation(s) to solve.  

 

Assess the reasonableness of an answer in solving a multistep word problem using mental math and estimation strategies (including rounding)for the unknown

add, addends, sum, difference, subtract, regroup, variable, reasonableness, equation, interpret

Week 4-5

4.OA.1 Interpret a multiplication equation as a comparison, e.g. , interpret 35 = 5 x 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

Represent verbal statements of multiplicative comparisons as multiplication equations.   

 

 

 

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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.       

 

 

 

 

4.OA.3 Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including

multiplication equations   

Interpret multistep

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.

Know multiplication strategies.  

 

 

Interpret a multiplication equation as a comparison (e.g. 18 = 3 times as many as 6.  Define prime and composite numbers. 

 

 

Know strategies to determine whether a whole number is prime or composite. 

Identify all factor pairs for any given number 1-100. 

 

Recognize that a whole number is a multiple of each of its factors.  

 

Determine if a given whole number (1100) is a multiple of a given one-digit number.   

 

Represent multi-step word problems using equations with a letter standing for the unknown quantity.  

 

array, product, array, factors, multiple,  Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distribute

 

Week 6

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. 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.

Identify a number or shape pattern.  

Generate a number or shape pattern that follows a given rule.  

 

 

Analyze a pattern to determine features not apparent in the rule (always odd or even, alternates between odd and even, etc.)

inverse operations, Repeating pattern, odd, even, function, rule, input, output, numeric pattern

Week 7-11

4.NBT.5 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. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

     

4.OA.2. Multiply 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.1                        

 

 

4.OA.3 Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

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

 

Multiply two two digit numbers.  

 

 

Use strategies based on place value and the properties of operations to multiply whole numbers.

 

Illustrate and explain calculations by using written equations, rectangular arrays, and/or area models.   

 

Multiply or divide to solve word problems.  Describe multiplicative comparison. 

 

 

Describe additive comparison.  

 

Determine appropriate operation and solve word problems involving multiplicative comparison.  

 

 

Determine and use a variety of representations to model a problem involving multiplicative comparison.  

 

Distinguish between multiplicative comparison and additive comparison (repeated addition).   

 

Represent multi-step word problems using equations with a letter standing for the unknown quantity.

 

Interpret multistep word problems and determine the appropriate operation(s) to solve.  

 

Assess the reasonableness of an answer in solving a multistep word problem using mental math and estimation strategies (including rounding).

 

product , partial products,  standard algorithm, expanded algorithm, calculate, rectangular array, Area model, place value, breaking apart, round, lattice method, equation, factors, multiples, operation, multiplicative comparison, inverse operation, additive comparison, repeated addition, place holder

Week 12

Review the above standards

 

 

Week 13-18

 

Thanksgiving Break

Christmas Break

4.NBT.6 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. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.     

 

 

4.OA.2. Multiply 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.1   

 

 

 

4.OA.3 Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 

Find whole number quotients and remainders with up to four-digit dividends and one digit divisors  

 

Use the strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  

 

Illustrate and explain the calculation by using written equations, rectangular arrays, and/or area models   

 

 

Divide to solve word problems.  

 

Determine appropriate operation and solve word problems.  

 

Determine and use a variety of representations to model a problem. 

 

Divide whole numbers including division with remainders.  

 

Represent multi step word problems using equations with a letter standing for the unknown quantity.  

Interpret multistep word problems (including problems in which remainders must be interpreted) and determine the appropriate operation(s) to solve.  

 

 

Assess the reasonableness of an answer in solving a multistep word problem using mental math and estimation strategies (including rounding).

Remainder, dividend, quotient, divisor, division, area model, rectangular array, equation, factors, multiples, repeated subtraction, fact family

Week 19

Review Division Standards

 

 

Week 20

4.NF.1 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. 

Recognize and identify equivalent fractions with unlike denominators  

 

Explain why a/b is equal to (nxa)/(nxb) by using fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. (Ex: Use fraction strips to show why ½=2/4=3/6=4/8)  

 

Use visual fraction models to show why fractions are equivalent (ex: ¾ = 6/8)  

 

Generate equivalent fractions using visual fraction models and explain why they can be called “equivalent”.  

Define prime and composite numbers.  

 

Know strategies to determine whether a whole number is prime or composite.   Identify all factor pairs for any given number 1-100.

prime number, composite number, fraction, equivalent fractions, numerator, denominator, factor, equivalent fractions, fraction strips, reduce, fraction models

Week 21

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 ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols <, >, =, and justify the conclusion, e.g. by using a visual fraction model.

Recognize fractions as being greater than, less than, or equal to other fractions.  

 

Record comparison results with symbols: <, >, =  

 

Use benchmark fractions such as ½ for comparison purposes.  

 

Make comparisons based on parts of the same whole.

 

Compare two fractions with different numerators, e.g. by comparing to a benchmark fraction such as ½.  

 

Compare two fractions with different denominators, e.g. by creating common denominators, or by comparing to a benchmark fraction such as ½.  

 

Justify the results of a comparison of two fractions, e.g. by using a visual fraction model. 

Benchmark fraction (1/2, 1/4, 3/4, 1/10), greater than >, less than <, equal to =, comparisons, common denominator, common numerator, justify, equivalent fraction

Week 22

4.NF.3a Understand 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.                        

 

 

4.NF.3b Understand a fraction a/b with a > 1 as a sum of fractions 1/b.  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.3d Understand a fraction a/b with a >1 as a sum of fractions 1/b.  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.

 

Accumulating unit fractions (1/b) results in a fraction (a/b), where a is greater than 1.  

 

From the Introduction: Students extend previous understandings about how fractions are built from unit fractions, composing (joining) fractions from unit fractions, and decomposing (separating) fractions into unit fractions...  

 

Using fraction models, reason that addition of fractions is joining parts that are referring to the same whole. 

 

Using fraction models, reason that subtraction of fractions is separating parts that are referring to the same whole.   

 

Accumulating unit fractions (1/b) results in a fraction (a/b), where a is greater than 1.   

 

From the Introduction: Students extend previous understandings about how fractions are built from unit fractions, composing (joining) fractions from unit fractions, and decomposing (separating) fractions into unit fractions...  

 

Using fraction models, reason that addition of fractions is joining parts that are referring to the same whole.  

 

Using fraction models, reason that subtraction of fractions is separating parts that are referring to the same whole.   

 

Add and subtract fractions with like denominators.  

Solve word problem

 

 

Improper fraction, mixed number, reduced, common denominator, least common multiple, decompose

Week 23

4.NF.3c Understand a fraction a/b with a >1 as a sum of fractions 1/b.  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. 

Add and subtract mixed numbers with like denominators by using properties of operations and the relationship between addition and subtraction.  

 

Replace mixed numbers with equivalent fractions, using visual fraction models.  

 

Replace improper fractions with a mixed number, using visual fraction models. Add and subtract mixed numbers by replacing each mixed number with an equivalent fraction.

Mixed number,  improper fraction, equivalent fractions, property of operations   

 

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