grade 4 math - trenton public schools grade4.pdf · 2016. 8. 31. · grade 4 math curriculum...

TRENTON PUBLIC SCHOOLS

Grade 4 Math

Curriculum Framework

CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION

108 N. Clinton Avenue

3rd Floor ~ Room 301

Lucy Feria, Interim Superintendent of Schools

Dr. Josue Falaise, Interim Chief Academic Officer

Michael Tofte, STEM Supervisor

Adopted August 29, 2016

TRENTON PUBLIC SCHOOLS SCIENCE, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS (STEM)

MISSION AND GUIDING PRINCIPLES OF STEM OFFICE

The mission of the Trenton Public Schools STEM Office is to increase the number of students who are college

and career ready. The STEM Office seeks to meet this goal by:

providing students with courses and strategies that will improve student achievement on standardized

tests required for high school graduation and college entrance exams

providing students with the opportunity to earn college credit by via dual credit STEM courses

exposing students to STEM careers via guest speakers, field trips, career fairs and the development of

partnerships

providing teachers with professional development on strategies on increasing student achievement and

helping students develop the skills they need to graduate and prepare for life after high school


NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 1

TRENTON PUBLIC SCHOOLS MATH CURRICULUM

GRADE 4 UNIT 1 SUGGESTED PACING 2016-2017



Dates STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS

Suggested Pacing

Suggested Resources Assessments

Week 1

September 7, 8, 9

4.NBT.A.1 SLO-Explain the quantitative relationship

between places of a multi-digit whole number up to one million when moving

from right to left.

NJSLS.MATH.CONTENT 4.NBT.A.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. [Grade 4 expectations in this domain are limited to whole numbers less than or equal

to 1,000,000.]

3 Days See Curriculum Framework

Touchpoint and OCR

Week 2

September 12, 13

4.NBT.A.2 SLO-Compare numbers using >, =, and < for two multi-digit whole numbers up to

one million (presented as base ten numerals, number names, or expanded

form).


Read 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.

[Grade 4 expectations in this


Touchpoint and OCR



domain are limited to whole numbers less than or equal

to 1,000,000.]

September 14, 15, 16

4.NBT.A.3 SLO-Round multi-digit whole numbers up

to one million to any place.


Use 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.]


Touchpoint and OCR

Week 3

September 19



from right to left.

4.NBT.A.2 SLO-Compare numbers using >, =, and < for two multi-digit whole numbers up to






to 1,000,000.]


Read and write multi-digit

1 Day See Curriculum Framework

Touchpoint and OCR



one million (presented as base ten numerals, number names, or expanded

form).



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. [Grade 4 expectations in this domain are limited to whole numbers less than or equal

to 1,000,000.]





to 1,000,000.]



September 20, 21, 22, 23

4.OA.A.1 SLO-Write multiplication equations from

multiplicative comparisons given in words (example, 35 is 5 times as many as 7 and 7

times as many as 5) and describe a multiplication equation in words.

4.OA.A.2 SLO-Multiply or divide to solve word

problems involving multiplicative comparisons.

SLO-Write an equation to identify the arithmetic operation written in a word

problem (without solving).

4.OA.B.4 SLO-Determine if a number between 1

and 100 is a prime or composite number.

SLO-Find all factor pairs for a whole number up to 100 and determine whether

it is a multiple of a given 1-digit whole number.

NJSLS.MATH.CONTENT 4.OA.A.1

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.

NJSLS.MATH.CONTENT

4.OA.A.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.

NJSLS.MATH.CONTENT 4.OA.B.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


Touchpoint and OCR



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.

Week 4

September 26, 27





4.OA.C.5

SLO- Generate number or shape patterns by using rules including words, models, or








NJSLS.MATH.CONTENT

4.OA.C.5 Generate a number or shape


Touchpoint and OCR



graphs, and identify apparent features of the pattern that were not explicit in

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.

September 28, 29

4.OA.A.1 SLO-Write multiplication equations from

multiplicative comparisons given in words (example, 35 is 5 times as many as 7 and 7

times as many as 5) and describe a multiplication equation in words.

4.OA.A.2

SLO-Multiply or divide to solve word problems involving multiplicative

comparisons.


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.

NJSLS.MATH.CONTENT

4.OA.A.2 Multiply or divide to solve word problems involving

multiplicative comparison,


Touchpoint and OCR



SLO-Write an equation to identify the arithmetic operation written in a word

problem (without solving).





e.g., by using drawings and equations with a symbol for

the unknown number to represent the problem,

distinguishing multiplicative comparison from additive

comparison.








September 30 4.NBT.A.1 SLO-Explain the quantitative relationship


from right to left.





1 Day See Curriculum Framework

Touchpoint and OCR








to 1,000,000.]








Week 5

October 3, 4, 5, 6, 7







to 1,000,000.]


Touchpoint and OCR

Week 6



October 10, 11, 13, 14







to 1,000,000.]


Touchpoint and OCR

Week 7

October 17, 18, 19



from right to left.








to 1,000,000.]





Touchpoint and OCR



4.OA.B.4

SLO-Determine if a number between 1 and 100 is a prime or composite number.

SLO-Find all factor pairs for a whole

number up to 100 and determine whether it is a multiple of a given 1-digit whole

number.


to 1,000,000.]








October 20, 21







to 1,000,000.]

See Curriculum Framework

Touchpoint and OCR



Week 8

October 24, 25, 26, 27, 28







to 1,000,000.]


Touchpoint and OCR

Week 9

October 31, November 1,

2, 3, 4





4.MD.A.1 SLO- Express measurement comparisons


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.

NJSLS.MATH.CONTENT 4.MD.A.1

Know relative sizes of


Touchpoint and OCR



within a single system of measurement and record in a two-column chart within a single system of measurement; e.g., know

that 1 ft. is 12 times as long as 1 in.

measurement units within one system of units

including km, m, cm, mm; 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).

Week 10

November 7, 8, 9

3 Days Testing Day 1, Testing Day 2, Reteaching Day

1

Week 11

November 14 1 Day Reteaching Day 2

Total Days 46 Days

CAR © 2009

Unit Title: 4th Grade Math Unit 1 Grade Level: 4

Timeframe: Marking Period 1

Unit Focus and Essential Questions

Gain familiarity with factors and multiples

Generate and analyze patterns

Solve problems involving measurement and conversion of measurements

Use the four operations with whole numbers to solve problems

Generalize place value understanding for multi-digit whole numbers

How does place value help represent the value of numbers?

How are multiplication and division related?

How can I communicate multiplication?

How can I multiply by a two digit number?

Why do we convert measurements?

How can conversion of measurements help me solve real-world problems?

How can different fractions name the same amount?

New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):

4.NBT.A.1

4.NBT.A.2

4.NBT.A.3

4.OA.A.1

4.OA.A.2

4.OA.B.4

4.OA.C.5

4.MD.A.1

*(benchmarked)

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

CAR © 2009

Standard/SWBAT Student Strategies Based on Instructional Framework

Formative Assessment Activities and Resources Standards Based Assessment

NJSLS.MATH.CONTENT

4.NBT.A.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.

[Grade 4 expectations in this domain

are limited to whole numbers less

than or equal to 1,000,000.]

SLO-Explain the quantitative

relationship between places of a

multi-digit whole number up to one

million when moving from right to

left.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction

Option 1 – Eureka Math Module 1

Topic A

Option 2 – SMART Presentation

Option 3 – My Math

Materials and Manipulatives: Base-Ten Blocks Lesson Presentation: Problem of the Day: (With time permitting as an extension of the number talk activity)-Round 3,252 to the nearest ten and to the nearest hundred. Which number is greater? MP2-Ask students to explain how they used place value to

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-

5cctask.ncdpi.wikispaces.net

/Fourth+Grade+Tasks

Eureka Math Grade 4 Module 1 Topic A

http://greatminds.org

http://greatminds.net/maps/math/standards/4.nbt.1

Math SMART Presentation

https://njctl.org/courses/math/4th-grade-math/multiplication-

division-relationship/

Achieve the Core Coherence Map

http://achievethecore.org/coherence-map/#4/17/160/160

PARCC Released Items

https://prc.parcconline.org/assessments/parcc-released-items

Grade 4 PARCC Released

Items https://prc.parcconline.org/asses

sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited

_tid=10

Common Core Sheets http://www.commoncoresheets.

com/SortedByGrade.php?Sorted

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.1 - Touchpoint 4.NBT.1 - OCR

https://elementarynumbertalks.wordpress.com/


https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/


http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks



http://greatminds.org/



https://njctl.org/courses/math/4th-grade-math/multiplication-division-relationship/







https://prc.parcconline.org/assessments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_tid=10





http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nbt1


CAR © 2009

determine whether 3,250 or 3,300 was greater. Common Core Quick Check: Online version or presentation slides with questions related to the previous lesson and/or prerequisites for the addressed standards. Investigate the Math: Draw a place-value chart on the board as seen on page 11 (or from My Math online slide). Point out to students the value of each number on a place-value chart. Discuss each number and its place value. Tell students that place value can be modeled using base-ten blocks. Show the students a hundred flat and ask the question, “How many hundred flats do I need to represent 1,000? Next show students a 1,000 cube and let students know that the cube is another way to represent 1,000. Teach the Lesson: Read examples 1 aloud and write 184,800 on the board pointing out example 1 to show students how place-value charts show the value of each digit in a number. “What number is in the ones place? What is the value of this number? What number is in the tens place? What is its value? Continue through the hundred thousands and discuss how the place-value chart helped name the value of each digit in the number? Next read Example 2 aloud. Work through the problem together with students as they write in their books emphasizing that each time a number moves one place to the left in the place value chart its value becomes ten times greater than when it was in its position to the right. Work together with

=4nbt1

MyMath

www.connected.mcgraw-hill.com

Teacher login page for all online resources available for

My Math

Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-

6, 2-7,

2-8, 2-9, 5-5

www.mhmymath.com Homepage for My Math

Math Labs

https://njctl.org/courses/math/4t

h-grade-math/multiplication-


click on ‘lab’

Motion Math Blog

http://motionmathgames.com/h

ow-to-understand-place-value-3-

fun-family-math-activities/

Link to Motion Math Blog

website with place value games.

Howard County Public School

System

The following website list center


http://www.connected.mcgraw-hill.com/


http://www.mhmymath.com/




http://motionmathgames.com/how-to-understand-place-value-3-fun-family-math-activities/



CAR © 2009

students on Guided Practice problems 1-4 on page 12. My Homework: Pages 15-16, Problems 1-16. Formative Assessment: Assessment Masters pages 13-14, 15-16 Centers Teacher Center – The teacher works in a

small group with 1-4 students. Continuing

with group lesson, teacher will move into

Talk Math: Collaborative Conversations-

Attending to Precision (MP6) Have students

use precise mathematical language to

explain how the value of a digit in the

thousands place compares to its value if it

is in the hundreds place. The value of a

digit in the thousands place is ten times

greater than if it were in the hundreds

place.

Standards Based Problems Center –

Students work in a group to solve the style

of problems the assessments (Benchmark;

PARCC; etc.) will use to measure that

standard. Grade 4 PARCC Released

Items

https://prc.parcconline.org/assessments/p

arcc-released-

items?title=&field_subject_tid=Math&field

_grade_level_unlimited_tid=10

Standards based tasks for PARCC practice:

activities for grade 4 students:

https://hcpss.instructure.com/co

urses/107/pages/4-dot-nbt-dot-

1-centers-and-independent-

practice

Grade 4 Formative Assessments

and Instructional Tasks:

http://3-

5cctask.ncdpi.wikispaces.net/Fou

rth+Grade+Tasks

Standards based tasks for PARCC

practice:

https://www.illustrativemathema

tics.org/content-

standards/4/NBT/A/1/tasks

Learnzillion Lesson Plans

https://learnzillion.com/resou

rces/62520-4th-grade-math





https://hcpss.instructure.com/courses/107/pages/4-dot-nbt-dot-1-centers-and-independent-practice







https://www.illustrativemathematics.org/content-standards/4/NBT/A/1/tasks



https://learnzillion.com/resources/62520-4th-grade-math


CAR © 2009

https://www.illustrativemathematics.org/4

.NBT

Individual Center – Students work on the

individual skill that they need based on

their data on iReady, EdConnect, and

PARCC. Achieve the Core Coherence Map

should be used to guide remediation. My

Math-My Vocabulary Cards Page 5-8 My

Math-RoboWorks Place Value computer

center.

Technology Center – Students work on i-

Ready, My Math-RoboWorks Place Value

computer center.

Manipulative Center – Students work on

solving problems using manipulative, such

as base ten blocks; Rekenreks; etc.

The following website list center activities

for grade 4 students:

https://hcpss.instructure.com/courses/107

/pages/4-dot-nbt-dot-1-centers-and-

independent-practice

Interdisciplinary Center – Students work

on math problems that interconnect with

another subject. [Examples – Students

write their own word problems (called

number stories); Students listen to

music/sing songs that teaches them the

content. Real-World Problem Solving

Library: Math and Social Studies-Rivers

and Mountains of the United States.

https://www.illustrativemathematics.org/4.NBT





CAR © 2009

Review Classwork: Review selected independent practice problems for student understanding. Exit Ticket: Use the digits 5, 7, 1, 9, 2, 6 to write the greatest 6-digit number possible without repeating any digit. Then explain your reasoning.

NJSLS.MATH.CONTENT

4.NBT.A.2

Read 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.

[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]

SLO-Compare numbers using >, =,

and < for two multi-digit whole

numbers up to one million

(presented as base ten numerals,

number names, or expanded

form).



Topic B



Lesson 2 website from Eureka Math

http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/ Lesson 2 pdf from Eureka Math: Timeframe for this lesson is 60 minutes and includes a 12 minute fluency practice. This can be

Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and



Eureka Math Grade 4 Module 1 Topic B



Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/

Achieve the Core Coherence

Map http://achievethecore.org/coher

ence-map/#4/17/162/162

PARCC Released Items https://prc.parcconline.org/asses

sments/parcc-released-items




_tid=10






http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/








https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/












CAR © 2009

replaced with a number talk depending on your schedule. http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf Centers: Teacher Center – The teacher works in a

small group with 1-4 students. My Math

Activity/Enrichment






Items


arcc-released-





.NBT

Problem set from Eureka Math (Engage

NY):

http://greatminds.net/maps/images/math

_documents/g4_m1_a_02_problem_set_v

1_3_1.pdf


Common Core Sheets

http://www.commoncoresheets

.com/SortedByGrade.php?Sort

ed=4nbt2

MyMath



My Math

Lessons: 3-1, 3-5, 3-6, 4-1, 4-2, 4-

3, 4-4,

4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11,

5-1, 5-2,

5-3, 5-4, 5-5, 5-6

www.mhmymath.com

Homepage for My Math

Math Labs


h-grade-math/number-sense-

algebraic-concepts/

click on ‘lab’



http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf









http://greatminds.net/maps/images/math_documents/g4_m1_a_02_problem_set_v1_3_1.pdf














CAR © 2009







center.

Good Times Roll (Multiplication, Factor

practice)

http://www.raftbayarea.org/readpdf?isid=

86

Fit Together Factors (Multiplication, Factor

practice)


633

Technology Center – Students working on

i-Ready, My Math-RoboWorks Place Value

computer center.












http://www.raftbayarea.org/readpdf?isid=86







CAR © 2009




content. Math and Social Studies-Rivers


Review Classwork and Homework http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf Exit Ticket

From Eureka Math (Engage NY) http://greatminds.net/maps/images/math_documents/g4_m1_a_01_exit_ticket_v1_3_1.pdf

NJSLS.MATH.CONTENT

4.NBT.A.3

Use 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.] SLO-Round multi-digit whole

numbers up to one million to any

place.



Topic C


Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and



Eureka Math Grade 4 Module 1 Topic C






algebraic-concepts/



ence-map/#4/17/163/163



http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf



http://greatminds.net/maps/images/math_documents/g4_m1_a_01_exit_ticket_v1_3_1.pdf



















CAR © 2009


Lesson 2 website from Eureka Math

http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/ Lesson 2 pdf from Eureka Math: Timeframe for this lesson is 60 minutes and includes a 12 minute fluency practice. This can be replaced with a number talk depending on your schedule. http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf Centers Teacher Center – The teacher works in a


Activity/Enrichment





standard.

Grade 4 PARCC Released Items


arcc-released-





.NBT





_tid=10

Common Core Sheets http://www.commoncoresheets.co

m/SortedByGrade.php?Sorted=4n

bt3

MyMath



My Math

Lessons: 3-1, 3-2, 6-1, 6-2,

6-3, 6-4, 6-5, 6-6,

6-7, 6-8, 6-9,

6-10


Math Labs



algebraic-concepts/



























CAR © 2009

Problem set from Eureka Math (Engage

NY):

http://greatminds.net/maps/images/math

_documents/g4_m1_a_02_problem_set_v

1_3_1.pdf








center.

Good Times Roll (Multiplication, Factor

practice)


86

Fit Together Factors (Multiplication, Factor

practice)


633

Technology Center – Students working on

i-Ready, My Math-RoboWorks Place Value

computer center.





click on ‘lab’

Learnzillion Lesson Plans https://learnzillion.com/resou

rces/62520-4th-grade-math










CAR © 2009











content. Math and Social Studies-Rivers


Review Classwork and Homework http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf Exit Ticket

From Eureka Math (Engage NY) http://greatminds.net/maps/images/math_documents/g4_m1_a_02_exit_ticket_v1_3_1.pdf

NJSLS.MATH.CONTENT

4.OA.A.1

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.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5.

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16



http://greatminds.net/maps/math/standards/4.oa.1

Math SMART Presentation https://njctl.org/courses/math/4th-

grade-math/multiplication-



The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.1 - Touchpoint 4.OA.1 - OCR




















CAR © 2009

SLO-Write multiplication equations

from multiplicative comparisons

given in words (example, 35 is 5

times as many as 7 and 7 times as

many as 5) and describe a

multiplication equation in words.

(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Topic A



Centers Teacher Center – The teacher works in a


Activity/Enrichment






Items


arcc-released-




https://www.illustrativemathematics.org/c

ontent-standards/4/OA/clusters




Grade 4 Formative

Assessments and




ence-map/#4/19/193/193






_tid=10

Common Core Sheets http://www.commoncoresheets.co

m/SortedByGrade.php?Sorted=4o

a1

MyMath



My Math

Lessons: 2-5, 2-6, 2-9, 4-8,

5-5, 6-11, 7-7,

7-9

www.mhmymath.com


Math Labs https://njctl.org/courses/math/4th-


















http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4oa1








CAR © 2009



Math-My Vocabulary Cards Page 129-132,

My Math-RoboWorks Place Value

computer center. My Math: Scrambled Egg

City: Fact Families.




















Library Math and Social Studies: Class

Project

Review Classwork


click on ‘lab’









CAR © 2009

Smart Presentations website classwork and homework: https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/ Exit Ticket “Explain how you would evaluate the expression 33-(5 x 4).” Answer: 5 x 4 = 20, 33-20 =13. “How could you change this expression so that it is correct to subtract before multiplying?” Sample answer: You could place the parentheses around 33-5 rather than 5 x 4.

NJSLS.MATH.CONTENT

4.OA.A.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.

SLO-Multiply or divide to solve

word problems involving

multiplicative comparisons.

SLO-Write an equation to identify

the arithmetic operation written in

a word problem (without solving).

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Topic A



Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and







https://njctl.org/courses/math/4th-








Items


https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/





















CAR © 2009



Activity/Enrichment






Items


arcc-released-

















https://prc.parcconline.org/assessments/parcc-released-

items?title=&field_subject_tid=Math&field_grade_level_unlimited

_tid=10

Common Core Sheets



ed=4oa2

MyMath



My Math

Lessons: 8-3, 8-4, 8-5

www.mhmymath.com


Math Labs




click on ‘lab’























CAR © 2009



















Project

Review Classwork Smart Presentations website classwork and homework:

https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/ Exit Ticket Write the equation (4 + x) x 2 = y on the board. Tell students to create a table and input the following values for x: 1, 2, 3, and








CAR © 2009

4. Have students find the output numbers. (answers: 10, 12, 14, 16).

NJSLS.MATH.CONTENT

4.OA.B.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.

SLO-Determine if a number

between 1 and 100 is a prime or

composite number.

SLO-Find all factor pairs for a

whole number up to 100 and

determine whether it is a multiple

of a given 1-digit whole number.



Topic F





Activity/Enrichment






Items


Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 191, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and



Eureka Math Grade 4 Module 3 Topic F


http://greatminds.net/maps/math/standards/4.OA.4


https://njctl.org/courses/math/4th-grade-math/addition-

subtraction-computation/











_tid=10

Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted

=4oa4

MyMath













https://njctl.org/courses/math/4th-grade-math/addition-subtraction-computation/


















CAR © 2009

arcc-released-













computer center.


Ready, RoboWorks Place Value computer

center.



as base ten blocks; Rekenreks; etc. My

Math: Materials: 0-5 and 5-10 number

cubes, index cards. As student rolls the

number cubes and makes a two-digit

number. If a 10 is rolled, make a three-digit

number. Write the number at the top of an

index card and one factor pair below. Pass

the card to the next student who writes

another Factor pair. Continue passing the

card until all factor pairs have been written.

Set the card aside and repeat with another

number.



My Math

Lessons: 8-6, 8-7, 8-8

www.mhmymath.com


Math Labs https://njctl.org/courses/math/4t

h-grade-math/addition-





click on ‘lab’






https://www.illustrativemathematics.org/content-standards/4/OA/clusters

https://www.illustrativemathematics.org/content-standards/4/OA/clusters












CAR © 2009









Project

Review Classwork Exit Ticket List all the factor pairs of the numbers 42, 100, 21, 35, and 72.

NJSLS.MATH.CONTENT

4.OA.C.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.

SLO- Generate number or shape

patterns by using rules including words, models, or graphs, and identify apparent features of the






Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Pg. 273, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and



Math SMART Presentation https://njctl.org/courses/math/4t

h-grade-math/number-sense-algebraic-concepts/



ence-map/#4/19/198/198






_tid=10

Common Core Sheets http://www.commoncoresheets


ed=4oa5
























CAR © 2009

pattern that were not explicit in the rule of the original pattern. 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.

Activity/Enrichment






Items


arcc-released-













computer center.



computer center.





MyMath



My Math

Lessons 4.NF.3: 8-9, 8-10, 9-1,

9-2, 9-3, 9-4, 9-5,

9-6, 9-7

Lessons 4.NF.3a: 9-1, 9-2, 9-3, 9-4

Lessons 4.NF.3b: 8-9, 9-1, 9-2, 9-

6,

9-7


Math Labs

https://njctl.org/courses/math/4th-grade-math/number-sense-

algebraic-concepts/

click on ‘lab’















CAR © 2009













Project

Review Classwork Exit Ticket-1 Grade 4: Unit 4.OA.C.5 Generate & Analyze Patterns

Exit Ticket-2

LaShonne represented the pattern above with the numbers 1, 4, 9. Explain what pattern LaShonne is seeing. What number would be 5th in the list given?…what number will be 8th in the list that is given?




https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0ahUKEwiRq8Ls2ILOAhVDWz4KHZ8aAXkQFghLMAg&url=http%3A%2F%2Fmdk12.msde.maryland.gov%2Fshare%2Fccsc%2Fuos%2Fresources%2Fmath%2Fgr4_generate_analyze_patterns%2FLesson_Plan_4_OA_C_5_Generate_Analyze_Patterns.docx&usg=AFQjCNHGLCwimNsBKNlWMnabJG91TxW1yw

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0ahUKEwiRq8Ls2ILOAhVDWz4KHZ8aAXkQFghLMAg&url=http%3A%2F%2Fmdk12.msde.maryland.gov%2Fshare%2Fccsc%2Fuos%2Fresources%2Fmath%2Fgr4_generate_analyze_patterns%2FLesson_Plan_4_OA_C_5_Generate_Analyze_Patterns.docx&usg=AFQjCNHGLCwimNsBKNlWMnabJG91TxW1yw

CAR © 2009

NJSLS.MATH.CONTENT

4.MD.A.1

Know relative sizes of measurement

units within one system of units

including km, m, cm, mm; 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). SLO-Express measurement

comparisons within a single

system of measurement and

record in a two-column chart within

a single system of measurement;

e.g., know that 1 ft. is 12 times as

long as 1 in.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Partial Quotes (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Topic A





Activity/Enrichment






Items


arcc-released-



Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 687 My Math-Am I Ready? Pg. 767, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and





http://greatminds.net/maps/math/standards/4.MD.1


https://njctl.org/courses/math/4th-grade-math/measurement-

data/








_tid=10

Common Core Sheets



ed=4md1

MyMath



My Math

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.1 - Touchpoint 4.MD.1 - OCR















https://njctl.org/courses/math/4th-grade-math/measurement-data/












http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4md1





CAR © 2009



ontent-standards/4/MD/clusters






Math-My Vocabulary Cards Page 689-694;

My Math-My Vocabulary Cards Page 769-

772, My Math-RoboWorks Place Value

computer center.



computer center.




Website has number of different task

please follow title of domain for this

standard (Measurement and Data):

http://3-

5cctask.ncdpi.wikispaces.net/Fourth+Grade

+Tasks






Lessons: 13-1, 13-2, 13-3,

13-4, 13-5


Math Labs


data/

click on ‘lab’















CAR © 2009








Library-Math and Science: Ancient Giants

of the Forest.

Review Classwork Exit Ticket

Website below is the entire teachers edition for the grade level program, exit ticket appears on page 22: http://greatminds.net/maps/images/math_documents/G4.M2.v3.1.3.0w_Teacher_Edition.pdf

http://greatminds.net/maps/images/math_documents/G4.M2.v3.1.3.0w_Teacher_Edition.pdf



CAR © 2009

Summative Written Assessments

Quarterly Assessment 1 in EdConnect

Summative Performance Assessment

Quarterly OCR 1 in EdConnect

CAR © 2009




Use place value understanding and properties of operations to perform multi-digit arithmetic



Extend understanding of fraction equivalence and ordering.

Build fractions from unit fractions

What strategies can I use to add or subtract?


How are multiplication and division related?

How does division affect numbers?

How are patterns used in mathematics?


How can I use operations to model real world fractions?

Why is it important to measure perimeter and area?


4.NBT.B.4*

4.NBT.B.5

4.NBT.B.6

4.OA.A.3*

4.NF.A.1

4.NF.A.2

4.NF.B.3a-b

4.MD.A.3

*(benchmarked)


CAR © 2009



NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract

multi-digit whole numbers

using the standard algorithm.


domain are limited to whole

numbers less than or equal

to 1,000,000.]

*(benchmarked)

SLO-Fluently add and

subtract multi-digit whole

numbers using the standard

algorithm.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction

Option 1 – Eureka Math

Modules


Option 3 – Learnzillion Lesson

Plans


Eureka Math (Requires free registration for username and password Grade 4 Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction: Topic D Lessons 11 – 16

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.





https://njctl.org/courses/math/4th-grade-math/addition-subtraction-

computation/

Achieve the Core Coherence Map http://achievethecore.org/coherence-

map/#4/17/165/165

PARCC Released Items https://prc.parcconline.org/assessmen

ts/parcc-released-items

Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen

ts/parcc-released-items?title=&field_subject_tid=Math&f

ield_grade_level_unlimited_tid=10

Common Core Sheets http://www.commoncoresheets.com/

SortedByGrade.php?Sorted=4nbt4

MyMath








http://greatminds.net/maps/math/module-pdfs

















CAR © 2009

http://greatminds.net/maps/images/math_documents/g4_m1_teacher_edition_v1_3_1.pdf Lesson 11 Objective (Page 161): Use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagrams. Number Talk or Fluency Practice (10 minutes) Application Problem (7 minutes) “Meredith kept track of the calories she consumed for three weeks. The first week, she consumed 12,490 calories, the second week 14,295 calories, and the third week 11, 116 calories . About how many calories did Meredith consume altogether? Which of these estimates will produce a more accurate answer: rounding to the nearest thousand or rounding to the nearest ten thousand? Explain.” This problem reviews rounding. Concept Development (20 minutes) Materials: Teacher Millions place value chart (Template), students personal white board, students millions place value chart T: (Project vertically: 3,134 + 2,493) Say this problem with me. S: Three thousand, one hundred thirty-four plus two thousand, four hundred ninety-three. T: Draw a tape diagram to represent this problem. What are the two parts that make up the whole?

Teacher login page for all online resources available for My Math

Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7,

2-8, 2-9, 5-5


Math Labs

https://njctl.org/courses/math/4th

-grade-math/addition-subtraction-

computation/

click on ‘lab’

Learnzillion Lesson Plans [Units 2, 4, 8, 14]

https://learnzillion.com/resources/

62520-4th-grade-math

http://greatminds.net/maps/images/math_documents/g4_m1_teacher_edition_v1_3_1.pdf









CAR © 2009

S: 3,134 and 2,493. T: Record that in the tape diagram. T: What is the unknown? S: In this case, the unknown is the whole. (Continue as per the pdf accessible on Eureka Math website) Student Debrief (10 minutes) Invite students to review their solutions for the Problems Set and the totality of the lesson experience. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstanding that can be addressed in the Student Debrief. Guide students in a conversation to debrief the Problem Set. (Continue on page 166 of Eureka Math Lesson 11) Centers Teacher Center – The teacher works in a

small group with 1-4 students. Grade 4

Module 1 Lesson 11 problem set

(extension with individual center

activity).


Students work in a group to solve the

style of problems the assessments

(Benchmark; PARCC; etc.) will use to

measure that standard. Grade 4 PARCC

Released Items

https://prc.parcconline.org/assessments/

parcc-released-

items?title=&field_subject_tid=Math&fie

ld_grade_level_unlimited_tid=10





CAR © 2009


practice:

https://www.illustrativemathematics.org

/4.NBT





should be used to guide remediation.

(Eureka math)-Lesson 11 problem set

and Lesson 10 problem set for review.


Ready, Reflex Math, My Math Complete

the Sentence activity (Requires user

login)

https://connected.mcgraw-

hill.com/media/repository/protected_co

ntent/COMPOUND/50000594/1/21/inde

x.html?mghCourseID=E82KVT8HV7JQK1R

F6KN723WTRM

My Math Complete the Sentence: Place

Value (Requires user login)



ntent/COMPOUND/50000594/1/4/index.

html?mghCourseID=E82KVT8HV7JQK1RF

6KN723WTRM


solving problems using manipulative,

such as base ten blocks; Rekenreks; etc.

Base ten blocks to be used as

manipulative center modeling multi-digit



https://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50000594/1/21/index.html?mghCourseID=E82KVT8HV7JQK1RF6KN723WTRM










CAR © 2009

number operations with place value

charts.







content. My Math Real-World Problem

Solving Library: Math and Science:

Oceans: Into the Deep

Review Classwork Exit Ticket Option 1 (Eureka Math): After the student debrief, instruct students to complete the Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students. Option 2: Write the following problem vertically on the board: 27,873 – 12,625 = 15,252 Ask students to identify the error and explain how to correct it.

NJSLS.MATH.CONTENT

4.NBT.B.5 Multiply a whole number of

Number Talk https://elementarynumbertalks.wordpress.com/

Teachers will agree on common classwork problems in their grade

Eureka Math – Grade 4 Module 3 Topics B, C, D


The standards assessments below are in EdConnect. These are the




CAR © 2009

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.



numbers less than or equal to

1,000,000.]

SLO-Use strategies to multiply multi-digit numbers and explain the answer using equations, rectangular arrays, and area models (up to 4-digits by 1-digit or 2-digits by 2-digits).

(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Multiplication Modules

Option 2 –SMART Presentation


Plan


Eureka Math Grade 4, Module 3 Teacher

Edition: A Story of Units Topics B and C

lessons 4-11. Lesson 4 begins on page 62

of the following document (Free

registration required from Eureka Math

website for username and password):

http://greatminds.net/maps/images/mat

h_documents/G4.M3.v3.1.3.0w_Teacher

_Edition.pdf

Topic B Multiplication by 10, 100, and

1,000:

Objective: Interpret and represent

level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.

http://greatminds.net/maps/math/sta

ndards/4.nbt.5

Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-

digit-numbers/

https://njctl.org/courses/math/4th-grade-math/multiplication-division-

relationship/


map/#4/17/167/167






Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nb

t5

MyMath

www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math

Lessons: 3-1, 3-5, 3-6, 4-1, 4-2, 4-3, 4-4,

4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11, 5-1,

quizzes/tests for that standard. 4.NBT.5 - Touchpoint 4.NBT.5 - OCR









https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-digit-numbers/


















CAR © 2009

patterns when multiplying by 10, 100,

and 1,000 in arrays and numerically.

Fluency Practice (12 minutes): Activities

allowing practice for 4.NBT.1 and 4.MD.3

Application Problem (4 minutes):

Samantha received an allowance of $3

every week. By babysitting, she earned

an additional $30 every week. How

much money did Samantha have in four

weeks, combining her allowance and her

babysitting?

Concept Development (34 minutes):

Materials-(T) Thousands place value

chart (Template) (S) Personal white

board, thousands place value chart

(Template).

Problem 1: Draw place value disks to

represent products when multiplying by

a one-digit number.

(T): Draw 3 ones on the place value

chart.) How many do you see?

(S): 3 ones.

(T): How many groups of 3 ones do you

see?

(S): Just 1.

Refer to document link for remainder of

lesson plan and instructional activities.

http://greatminds.net/maps/images/mat

h_documents/G4.M3.v3.1.3.0w_Teacher

5-2,

5-3, 5-4, 5-5, 5-6

www.mhmymath.com


Math Labs https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-

digit-numbers/

click on ‘lab’

https://njctl.org/courses/math/4th-grade-math/multiplication-division-

relationship/

click on ‘lab’















CAR © 2009

_Edition.pdf

Student Debrief (10 minutes): Guide

students in a conversation to debrief the

problem set and process the lesson.


small group with 1-4 students. Lesson 4

problem set pages 70-75 (extension with

individual center activity).






Released Items


parcc-released-




practice:


/4.NBT





should be used to guide remediation. .

Lesson 4 problem set pages 70-75.

Students will continue center work with








CAR © 2009

teacher during teacher center time.


Ready, Reflex Math, My Math Complete

the Sentence activity (Requires user

login)



ntent/COMPOUND/50000594/1/21/inde

x.html?mghCourseID=E82KVT8HV7JQK1R

F6KN723WTRM

My Math Complete the Sentence: Place

Value (Requires user login)



ntent/COMPOUND/50000594/1/4/index.

html?mghCourseID=E82KVT8HV7JQK1RF

6KN723WTRM




Base ten blocks to be used as

manipulative center modeling multi-digit

number operations with place value

charts.








Solving Library: Math and Science:











CAR © 2009

Oceans: Into the Deep; My Math Real-

World Problem Solving Library: Math

and Social Studies: Class Project


Option 1 Eureka Math: After the Student Debrief, instruct students to complete the exit ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students. Option 2: Write the following problem on the board: $43 x 50. Ask the students to write the steps you would take to solve the problem, and then solve. Check students’ responses for steps; $2,150.

NJSLS.MATH.CONTENT

4.NBT.B.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.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Partial Quotients. (Number Talks website created by Mollie Hall based on the book by Sherry

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number

Eureka Math – Grade 4 Module 3 Topics E and G




https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-

digit-numbers/

















CAR © 2009




1,000,000.]

SLO-Use strategies to divide multi-digit dividends by one-digit divisors and explain the answer using equations, rectangular arrays, and area models.

Parrish). Direct Instruction


Modules



Plan



small group with 1-4 students.






Released Items


parcc-released-




practice:


/4.NBT






Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.


map/#4/17/168/168







SortedByGrade.php?Sorted=4nbt6

MyMath


Lessons: 3-1, 3-2, 6-1, 6-2,

6-3, 6-4, 6-5, 6-6,

6-7, 6-8, 6-9,

6-10


Math Labs

https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-

digit-numbers/

click on ‘lab’






















CAR © 2009


Ready, Reflex Math











Solving Library: Math and Science: What

is Recycling?

Review Classwork Exit Ticket Have students write an answer for the following questions: “When modeling division with base-ten blocks, when do you regroup?” and “When does a remainder occur?”


click on ‘lab’

Performance Based Tasks https://www.illustrativemathemati

cs.org/content-standards/4/NBT/B/6/tasks/1774


[Units 2, 4, 8, 14] https://learnzillion.com/resources/


NJSLS.MATH.CONTENT

4.OA.A.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

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Proportional Reasoning. (Number Talks website created by Mollie

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 7 Teachers Edition A Story of Units Topic B

Eureka Math Grade 4 Module 1 Topic F; Module 3 Topics A, D, E, G




https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-

concepts/


map/#4/19/196/196





https://www.illustrativemathematics.org/content-standards/4/NBT/B/6/tasks/1774


















CAR © 2009

and estimation strategies

including rounding.

*(benchmarked)

SLO-Compose equations

from information supplied in

word problems (with all 4

operations) using letters to

represent unknowns

(without solving).

Hall based on the book by Sherry Parrish). Direct Instruction


Modules



Plans

Option 4 - MyMath

Centers

Teacher Center – The teacher works in a








Released Items


parcc-released-




practice:


/4.OA





Problem Solving with Measurement, Lesson 10 Solve multi-step measurement word problems. Page 127 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.







SortedByGrade.php?Sorted=4oa3

MyMath


Lessons: 2-5, 2-6, 2-9, 4-8,

5-5, 6-11, 7-7,

7-9


Math Labs

https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-

concepts/

click on ‘lab’


cs.org/content-standards/4/OA/A/3/tasks/876





https://www.illustrativemathematics.org/4.OA















https://www.illustrativemathematics.org/content-standards/4/OA/A/3/tasks/876



CAR © 2009



Ready, Reflex Math











Solving Library: Math and Science: My

Math Strange But True; My Math The

Olympic Games

Review Classwork Exit Ticket Ask students to solve this multi-step word problem. Make sure they complete all the steps. “Quinten’s family went to watch a movie. There are 4 people in his family. Each ticket costs $8. They also decide to each buy popcorn for $3 and a soda for $2. How much did Quinten’s family spend at the movie? (Answer is $52)

Learnzillion Lesson Plans [Units 2, 6, 7, 8, 11, 14]



NJSLS.MATH.CONTENT

4.NF.A.1

Explain why a fraction a/b is

equivalent to a fraction (n ×

a)/(n × b) by using visual

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry

Teachers will agree on common classwork problems in their professional learning communities or grade level

Eureka Math Grade 4 Module 5 Topics A, B


http://greatminds.net/maps/math/sta

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.






http://greatminds.net/maps/math/standards/4.nf.1

CAR © 2009

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.


domain are limited to

denominators of 2, 3, 4, 5, 6,

8, 10, 12 and 100.]

SLO-Recognize and generate

equivalent fractions and

explain why they are

equivalent using visual

fraction models.

Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Modules



Plans

Option 4 - MyMath

Centers








Released Items


parcc-released-



meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.

ndards/4.nf.1


grade-math/fraction-decimals-concepts/







items?title=&field_subject_tid=Math&field_grade_level_unlimited_tid=10

Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf

1

MyMath


Lessons: 8-3, 8-4, 8-5


Math Labs

https://njctl.org/courses/math/4th-grade-math/fraction-decimals-

concepts/

4.NF.1 - Touchpoint 4.NF.1 - OCR









https://njctl.org/courses/math/4th-grade-math/fraction-decimals-concepts/











http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf1








CAR © 2009


practice:


/4.NF







Ready, Reflex Math











Solving Library: Math and Social Studies:

Life in the United States

Review Classwork Exit Ticket Have students respond with pencil and paper to the following questions: What do you notice about the number of equivalent fractions a given fraction may have? (Sample answer: A given fraction has an unlimited number of equivalent

click on ‘lab’


cs.org/content-standards/4/NF/A/1/tasks/743

https://www.illustrativemathemati



[Unit 5] https://learnzillion.com/resources/


https://www.illustrativemathematics.org/4.NF


https://www.illustrativemathematics.org/content-standards/4/NF/A/1/tasks/743








CAR © 2009

fractions.) What do you notice about strategies that can be used to find equivalent fractions? (Sample answer: There is more than one way to find an equivalent fraction. Students may also tell you that one way is easier for them than another.

NJSLS.MATH.CONTENT

4.NF.A.2

Compare two fractions with

different numerators and

different denominators, e.g.,

by creating common

denominators or

numerators, or by comparing

to a benchmark fraction such

as 1/2. Recognize that

comparisons are valid only

when the two fractions refer

to the same whole. Record

the results of comparisons

with symbols >, =, or <, and

justify the conclusions, e.g.,

by using a visual fraction

model.




8, 10, 12 and 100.]

SLO-Compare two

fractions with different

numerators and different

denominators using >, <,

and = and justify the

comparison by using visual

fraction models

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Modules



Plans

Option 4 - MyMath

Centers





Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.

Eureka Math Grade 4 Module 5 Topics A, B





concepts/


map/#4/18/172/172







SortedByGrade.php?Sorted=4nf2

MyMath


The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.2 - Touchpoint 4.NF.2 - OCR























CAR © 2009

(recognizing the

comparison is valid only

when two fractions refer

to the same whole).




Released Items


parcc-released-




practice:


/4.NF







Ready, Reflex Math













Lessons: 8-6, 8-7, 8-8


Math Labs


concepts/

click on ‘lab’



https://www.illustrativemathemati



[Unit 5] https://learnzillion.com/resources/




















CAR © 2009

Review Classwork Exit Ticket Eureka Math Grade 4, Module 5 Teachers Edition Exit ticket, Lesson 12 Reason using benchmarks to compare two fractions on the number line. page 166 (Eureka Math requires a login, registration and resource is free). http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf

NJSLS.MATH.CONTENT

4.NF.B.3

Understand a fraction a/b

with a > 1 as a sum of

fractions 1/b.

4.NF.B.3a. Understand

addition and

subtraction of fractions

as joining and

separating parts

referring to the same

whole.

4.NF.B.3b.

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.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction



Option 2 – Multiplication

SMART Presentation

Option 3 - MyMath

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.

Eureka Math Grade 4 Module 5 Topics A, D, E, F





concepts/


map/#4/18/174/174






Common Core Sheets
























CAR © 2009

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.




8, 10, 12 and 100.]

SLO-Decompose a fraction

into a sum of fractions with

the same denominator in

more than one way; record

the decomposition as an

equation and justify with a

visual fraction model.








Released Items


parcc-released-




practice:


/4.NF







Ready, Reflex Math






http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf

3a http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf

3b

MyMath


Lessons 4.NF.3: 8-9, 8-10, 9-1,

9-2, 9-3, 9-4, 9-5,

9-6, 9-7

Lessons 4.NF.3a: 9-1, 9-2, 9-3, 9-4

Lessons 4.NF.3b: 8-9, 9-1, 9-2, 9-6,

9-7


Math Labs


concepts/

click on ‘lab’


cs.org/content-standards/4/NF/B/3/tasks/831







http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf3a



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf3b








https://www.illustrativemathematics.org/content-standards/4/NF/B/3/tasks/831



CAR © 2009








Review Classwork Exit Ticket After teaching addition of fractions ask the student to write two steps you learned for adding like fractions: (Sample answers: 1. Add the numerators. Keep the denominators the same. 2. Write the sum in simplest form.)

https://www.illustrativemathematics.org/content-

standards/4/NF/B/3/tasks/837

Learnzillion Lesson Plans [Units 3, 9, 11]


NJSLS.MATH.CONTENT

4.MD.A.3

Apply the area and perimeter

formulas for rectangles in

real world and mathematical

problems.

For example, find the width

of a rectangular room given

the area of the flooring and

the length, by viewing the

area formula as a

multiplication equation with

an unknown factor.

SLO-Apply area and

perimeter formulas for

rectangles in real world math

problems (whole numbers).

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplicaton 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction



Plans


Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 7 Teachers Edition A Story of Units Topics A, B, C Exploring Measurement with Multiplication. Page 189. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.


grade-math/measurement-data/


map/#4/16/152/152






Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4m

d3

























CAR © 2009

Centers

Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center –





Released Items


parcc-released-




practice:


/4.MD







Ready, Reflex Math






MyMath


Lessons: 13-1, 13-2, 13-3,

13-4, 13-5


Math Labs


click on ‘lab’







https://www.illustrativemathematics.org/4.MD








CAR © 2009



number stories)]; Students listen to


content.

Review Classwork Exit Ticket Write the formula for finding the perimeter of a rectangle. Then give an example. P = 2l + 2w; review students’ examples.


Quarterly Assessment 2 in EdConnect


Quarterly OCR 2 in EdConnect

CAR © 2009




Build fractions from unit fractions

Represent and interpret data

Understand decimal notation for fractions and compare decimal fractions.


Use place value understanding and properties of operations to add and subtract


How can I use operations to model real-world fractions?


How are fractions and decimals related?

Why do we convert measurements?

How can conversion of measurements help me solve real-world problems?


4.NBT.B.4*

4.NF.B.3c-d

4.NF.B.4a-c

4.NF.C.5

4.NF.C.6

4.NF.C.7

4.MD.A.2

4.MD.B.4

*(benchmarked)


CAR © 2009

Standard/SWBAT Student Strategies Based on Instructional Framework Formative Assessment Activities and Resources Standards Based Assessment

NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract multi-

digit whole numbers using the

standard algorithm.




1,000,000.]

*(benchmarked)

SLO-Fluently add and subtract

multi-digit whole numbers using

the standard algorithm.


Option 1 – Eureka Math Modules


Option 3- Learnzillion Lesson Plans

Option 4-My Math

Centers Teacher Center – The teacher works in a small

group with 1-4 students.

Standards Based Problems Center – Students

work in a group to solve the style of problems

the assessments (Benchmark; PARCC; etc.) will

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math Am I Ready Chapter 2 page 55, My Math Am I Ready Chapter 5 page 273. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.

Eureka Math Grade 4 Module 1 Topic F


http://greatminds.net/maps/ma

th/standards/4.nbt.4

Math SMART Presentation https://njctl.org/courses/math/

4th-grade-math/addition-subtraction-computation/


Map http://achievethecore.org/cohe

rence-map/#4/17/165/165

PARCC Released Items https://prc.parcconline.org/asse

ssments/parcc-released-items

Grade 4 PARCC Released Items https://prc.parcconline.org/asse

ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit

ed_tid=10

Common Core Sheets http://www.commoncoresheets






















CAR © 2009

use to measure that standard.


https://prc.parcconline.org/assessments/parcc-

released-

items?title=&field_subject_tid=Math&field_grad

e_level_unlimited_tid=10




individual skill that they need based on their data

on iReady, EdConnect, and PARCC. Achieve the

Core Coherence Map should be used to guide

remediation.

Technology Center – Students work on i-Ready,

Reflex Math, My Math Activity Complete the

Sentence: Add and Subtract Whole Numbers.

Manipulative Center – Students work on solving

problems using manipulative, such as base ten

blocks; Rekenreks; etc. Base ten blocks to be

used as manipulative center modeling multi-digit

number operations with place value charts. The

following activities may be used to build and

strengthen students understanding of fractions:

http://www.weareteachers.com/blogs/post/201

5/02/24/fun-with-fractions-7-tactile-and-

kinesthetic-games

The following website provides practice for

measurement and data using rulers:


.com/SortedByGrade.php?Sorte

d=4nbt4

My Math



My Math

Lessons: 2-1, 2-2, 2-3, 2-4, 2-5,

2-6, 2-7,

2-8, 2-9, 5-5

www.mhmymath.com


Lessons: 2-1, 2-2, 2-3, 2-4, 2-5,

2-6, 2-7,

2-8, 2-9, 5-5

Math Labs

https://njctl.org/courses/mat

h/4th-grade-math/addition-


click on ‘lab’


https://learnzillion.com/reso

urces/62520-4th-grade-math






http://www.weareteachers.com/blogs/post/2015/02/24/fun-with-fractions-7-tactile-and-kinesthetic-games

















CAR © 2009

https://hcpss.instructure.com/courses/107/page

s/4-dot-md-dot-4-centers-and-independent-

practice select “Finding Rory” and/or “Create

Your Own Line Plot”.

Interdisciplinary Center – Students work on

math problems that interconnect with another

subject. [Examples – Students write their own

word problems (called number stories); Students

listen to music/sing songs that teaches them the

content. My Math Real-World Problem Solving

Library: Math and Science: Oceans: Into the

Deep

Review Classwork Exit Ticket Is there a greater difference between the populations of Salem and Gresham, or of Eugene and Hillsboro? Justify your solution.

Rank City Population

1 Portland 609,456

2 Salem 160,614

3 Eugene 159,190

4 Gresham 109,397

5 Hillsboro 97,368

https://learnzillion.com/lesson_plans/3095-14-multi-digit-addition-and-subtraction-word-problems-a Grade 4 Unit 4 Lesson 14 exit ticket (Free account needed to access above website).

NJSLS.MATH.CONTENT

4.NF.B.3c-d

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

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/

Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.




th/standards/4.nf.3


https://hcpss.instructure.com/courses/107/pages/4-dot-md-dot-4-centers-and-independent-practice



https://learnzillion.com/lesson_plans/3095-14-multi-digit-addition-and-subtraction-word-problems-a










CAR © 2009

4.NF.B.3c: 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. SLO-Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction. 4.NF.B.3d: 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. SLO- 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.

Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction Number Talks-Subtraction adding Up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction



Option 3 – Learnzillion Lesson Plans

Option 4 - My Math









released-









Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 9 page 555.


4th-grade-math/fraction-computation/



rence-map/#4/18/174/174





ed_tid=10

Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?

Sorted=4nf3c http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf3d

My Math



My Math Lessons 4.NF.3: 8-9, 8-10, 9-1,

9-2, 9-3, 9-4, 9-5,

4.NF.3 4.NF.3 - Touchpoint 4.NF.3 - OCR 4.NF.3c 4.NF.3c - Touchpoint 4.NF.3c - OCR 4.NF.3d 4.NF.3d - Touchpoint 4.NF.3d - OCR










https://njctl.org/courses/math/4th-grade-math/fraction-computation/












http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf3c



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf3d





CAR © 2009

remediation.


Reflex Math, My Math Activity Match the Pairs:

Operations with Fractions.










kinesthetic-games













Library: Math and Social Studies: Life in the

United States

Review Classwork Exit Ticket Have students write the following problem and

9-6, 9-7

Lessons 4.NF.3c: 9-5, 9-6, 9-7

Lessons 4.NF.3d: 9-1, 9-2, 9-3, 9-

4,

9-5, 9-6, 9-7


Math Labs

https://njctl.org/courses/math/4th-grade-math/fraction-

computation/

click on ‘lab’

Learnzillion Lesson Plans [Units 3, 5, 9, 11, 12]















CAR © 2009

find the solution:

Nick was at a party and saw a pizza divided into eight equal parts (slices). By the time he got to the food table, only 7 slices of pizza were there. If Nick ate 2 of those slices, then what part of the pizza was left for other guests to eat?

NJSLS.MATH.CONTENT

4.NF.B.4a-c

4.NF.B.4:

Apply and extend previous

understandings of multiplication

to multiply a fraction by a whole

number.

4.NF.B.4a: 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).

SLO- Multiply a fraction by a whole number using visual fraction models and equations, demonstrating a fraction a/b as a multiple of 1/b. 4.NF.B.4b: Understand a multiple of a/b as a

multiple of 1/b, and use this

understanding to multiply a

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Multiplication Number Talks-Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction




Option 4 - My Math









Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 9 page 555.

Eureka Math Grade 4 Module 5 Topic G



th/standards/4.nf.4





rence-map/#4/18/186/186





ed_tid=10

Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorte

d=4nf4a


The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.4 4.NF.4 – Touchpoint 4.NF.4 - OCR 4.NF.4a 4.NF.4a - Touchpoint 4.NF.4a - OCR 4.NF.4b 4.NF.4b - Touchpoint 4.NF.4b - OCR 4.NF.4c 4.NF.4c - Touchpoint 4.NF.4c - OCR





























CAR © 2009

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.)

SLO- Multiply a fraction by a whole number using visual fraction models and equations, demonstrating a fraction a/b as a multiple of 1/b. 4.NF.B.4c:

4.NF.4.B.4c. 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?



denominators of 2, 3, 4, 5, 6, 8,

10, 12 and 100.]

released-









remediation.













kinesthetic-games






.com/SortedByGrade.php?Sorted=4nf4b

http://www.commoncoresheets.com/SortedByGrade.php?Sorte

d=4nf4c

My Math



My Math Lessons 4.NF.4: 9-8, 9-9

Lessons 4.NF.4a: 9-8, 9-9

Lessons 4.NF.4b: 9-8, 9-9

Lessons 4.NF.4c: 9-8, 9-9


Math Labs


computation/

click on ‘lab’



























CAR © 2009

SLO- Solve 1-step word problems involving multiplication of a fraction by a whole number. 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?









United States

Review Classwork Exit Ticket Tyrone had a chocolate bar, of which he gave one-half to his friend Nora. Nora gave one-half of her piece to her friend Eduardo. What fractional part of the original chocolate bar did Eduardo get?

NJSLS.MATH.CONTENT

4.NF.C.5

Express a fraction with

denominator 10 as an equivalent

fraction with denominator 100,

and use this technique to add two

fractions with respective

denominators 10 and 100.

For example, express 3/10 as

30/100, and add 3/10 + 4/100

= 34/100.




10, 12 and 100.]

SLO- Add two fractions with

respective denominators of 10

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Addition Number Talks-Making Ten Addition 3-5 (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction




Option 4 - My Math

Centers

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: Mid Module Assessment page 127 and End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready

Eureka Math Grade 4 Module 6 Topic D



th/standards/4.nf.5





rence-map/#4/18/190/190






















CAR © 2009

and 100 by writing each

fraction as a fraction with

denominator 100.

Teacher Center – The teacher works in a small








released-









remediation.













Chapter 8 page 477, My Math Am I Ready Chapter 10 page 625.



ed_tid=10


d=4nf5

My Math



My Math

Lessons: 8-4, 10-4, 10-5,

10-6, 10-8


Math Labs


computation/

click on ‘lab’


























CAR © 2009

kinesthetic-games














United States, My Math Real-World Problem


Growing Goods in a Growing Country.

Review Classwork Exit Ticket Write a fraction addition number sentence where one addend has a denominator of 10 and the other addend has a denominator of 100 and the sum of 90/100. Is there another possibility?

NJSLS.MATH.CONTENT

4.NF.C.6

Use decimal notation for fractions

with denominators 10 or 100.

For example, rewrite 0.62 as

62/100; describe a length as 0.62

meters; locate 0.62 on a number

line diagram.


Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Division Proportional Reasoning

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: Mid Module




th/standards/4.nf.6


4th-grade-math/fraction-decimals-concepts/
















CAR © 2009



10, 12 and 100.]

SLO- Use decimal notation to

write fractions with

denominators of 10 or 100 by

writing each fraction as a

fraction with denominator

100.

(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction




Option 4 - My Math









released-









remediation.





Assessment page 127 and End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 10 page 625.



rence-map/#4/18/191/191





ed_tid=10

Common Core Sheets


Sorted=4nf6

My Math



My Math

Lessons: 10-1, 10-2, 10-3, 10-4, 10-5, 10-6,

10-7, 10-8

www.mhmymath.com


Math Labs https://njctl.org/courses/math/





























CAR © 2009




number operations with place value charts.

The following activities may be used to build and




kinesthetic-games












content.

Review Classwork Exit Ticket Write 2 89/100 as a decimal. Write 1 19/100 as a decimal.

click on ‘lab’



NJSLS.MATH.CONTENT

4.NF.C.7

Compare two decimals to

hundredths by reasoning about

their size. Recognize that

comparisons are valid only when

the two decimals refer to the

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most




th/standards/4.nf.7

















CAR © 2009

same whole. Record the results of

comparisons with the symbols >,

=, or <, and justify the

conclusions, e.g., by using a visual

model.




10, 12 and 100.]

SLO- Compare two decimals to

hundredths by reasoning

about their size. Recognize

that comparisons are valid

only when the two decimals

refer to the same whole.

Record the results of

comparisons with the symbols

>, =, or <, and justify the

conclusions, e.g., by using a

visual model.

Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Division Proportional Reasoning (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction

Option 1 – Eureka Math Multiplication

Modules

Option 2 – Multiplication SMART

Presentation


Option 4 - My Math









released-









closely match the assessments in column 5. Eureka math Grade 4 Module 6: End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 10 page 625.



decimals-concepts/







ed_tid=10


d=4nf7

My Math



My Math

Lessons: 10-1, 10-7

www.mhmymath.com


4.NF.7 - Touchpoint 4.NF.7 - OCR




























CAR © 2009

remediation.













kinesthetic-games












content.

Review Classwork Exit Ticket Five swimmers are entered into a competition. Four of the swimmers have had their turns. Their scores are 9.8 s, 9.75 s, 9.79 s, and 9.81 s.

Math Labs https://njctl.org/courses/math/


click on ‘lab’














CAR © 2009

What score must the last swimmer get in order to win the competition?

NJSLS.MATH.CONTENT

4.MD.A.2

Use the four operations to solve

word problems involving

distances, intervals of time, liquid

volumes, masses of objects, and

money, including problems

involving simple fractions or

decimals, and problems that

require expressing measurements

given in a larger unit in terms of a

smaller unit. Represent

measurement quantities using

diagrams such as number line

diagrams that feature a

measurement scale.

SLO-Solve word problems involving simple fractions or decimals that incorporate measurement comparisons of like units (including problems that require measurements given in a larger unit in terms of a smaller unit).

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Multiplying Up Division. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction




Option 4 - My Math









released-



Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 11 page 687, My Math Am I Ready Chapter 12 page 625.




th/standards/4.md.2

Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/measurement-

data/







ed_tid=10

Common Core Sheets


Sorted=4md2

My Math

















http://greatminds.net/maps/math/standards/4.md.2



















CAR © 2009







remediation.



Metric Measurement










kinesthetic-games











My Math

Lessons: 11-1, 11-2, 11-3,

11-4, 11-5, 11-6,

11-7, 11-9,

11-10, 12-4,

12-5, 12-6


Math Labs


data/

click on ‘lab’

Learnzillion Lesson Plans [Units 2, 6, 7, 8, 9, 10, 13]















CAR © 2009


content.

Review Classwork Exit Ticket When Lucca started soccer practice, his watch read 3:25 PM. When practice was over, his watch read 5:15 PM. Lucca claims that he has been practicing for 2 hours and 10 minutes. Is he correct? Why or why not? Justify your answer with words and a visual model.

CAR © 2009

NJSLS.MATH.CONTENT

4.MD.B.4

Make a line plot to display a data

set of measurements in fractions

of a unit (1/2, 1/4, 1/8). Solve

problems involving addition and

subtraction of fractions by using

information presented in line

plots. For example, from a line

plot find and interpret the

difference in length between the

longest and shortest specimens in

an insect collection.

SLO-Make a line plot to display a data set in measurements in fractions of a unit (1/2, 1/4, 1/8) and use it to solve problems involving addition and subtraction of fractions with like denominators.

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Multiplication Number Talks-Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction




Option 4 - My Math









released-




Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 11 page 687.

Eureka Math Grade 4 Module 7 Topic B



th/standards/4.md.4

Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/measurement-

data/







ed_tid=10

Common Core Sheets


Sorted=4md4

MyMath



My Math


































CAR © 2009






remediation.



Metric Measurement











content.

Review Classwork Exit Ticket How do you create a line plot displaying the correct number of answers 7 girls in a class got on a quiz with 8 questions?

Student Name

Correct Answers

Amy 4

Carmen 8

Emily 7

Danielle 8

Lucy 6

Elizabeth 2

Olivia 8

Lessons: 11-8


Math Labs


data/

click on ‘lab’

Learnzillion Lesson Plans [Units 2, 6, 7, 8, 9, 10, 13]









CAR © 2009




Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Understand concepts of angle and measure angles (Geometric measurement)


Use place value understanding and properties of operations to perform multi-digit arithmetic



How can I communicate multiplication?

How are patterns used in mathematics?

How are different ideas about geometry connected?


4.NBT.B.4*

4.OA.A.3*

4.MD.C.5

4.MD.C.6

4.MD.C.7

4.G.A.1

4.G.A.2

4.G.A.3

*(benchmarked)


CAR © 2009



NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract multi-digit

whole numbers using the standard

algorithm.

[Grade 4 expectations in this domain are

limited to whole numbers less than or

equal to 1,000,000.]

*(benchmarked)

SLO-Fluently add and subtract multi-digit

whole numbers using the standard

algorithm.



Modules

Option 2 – SMART

Presentation

Option 3- Learnzillion Lesson

Plans

Option 4-My Math

Centers Teacher Center – The teacher works in

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

Eureka Math http://greatminds.net/maps/math

/module-pdfs



https://njctl.org/courses/math/4th-grade-math/addition-


Achieve the Core Coherence Map http://achievethecore.org/cohere

nce-map/#4/17/165/165

PARCC Released Items https://prc.parcconline.org/assess

ments/parcc-released-items

Grade 4 PARCC Released Items https://prc.parcconline.org/assess

ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti

d=10

Common Core Sheets http://www.commoncoresheets.c

om/SortedByGrade.php?Sorted=4

nbt4

MyMath


























CAR © 2009

a small group with 1-4 students.





measure that standard.


https://prc.parcconline.org/assessmen

ts/parcc-released-

items?title=&field_subject_tid=Math&f



practice:

https://www.illustrativemathematics.o

rg/4.NBT

Individual Center – Students work on

the individual skill that they need

based on their data on iReady,

EdConnect, and PARCC. Achieve the

Core Coherence Map should be used

to guide remediation.

Technology Center – Students work on

i-Ready, Reflex Math, My Math Activity

Complete the Sentence: Add and

Subtract Whole Numbers.

Manipulative Center – Students work

on solving problems using

manipulative, such as base ten blocks;

Rekenreks; etc. Base ten blocks to be

used as manipulative center modeling

multi-digit number operations with



My Math

Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6,

2-7,

2-8, 2-9, 5-5

www.mhmymath.com


Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6,

2-7,

2-8, 2-9, 5-5

Math Labs

https://njctl.org/courses/math/

4th-grade-math/addition-


click on ‘lab’













CAR © 2009

place value charts. The following

activities may be used to build and

strengthen students understanding of

fractions:

http://www.weareteachers.com/blogs

/post/2015/02/24/fun-with-fractions-

7-tactile-and-kinesthetic-games

The following website provides

practice for measurement and data

using rulers:

https://hcpss.instructure.com/courses

/107/pages/4-dot-md-dot-4-centers-

and-independent-practice select

“Finding Rory” and/or “Create Your

Own Line Plot”.

Interdisciplinary Center – Students

work on math problems that

interconnect with another subject.

[Examples – Students write their own

word problems (called number

stories); Students listen to music/sing

songs that teaches them the content.

My Math Real-World Problem Solving

Library: Math and Science: Oceans:

Into the Deep

Review Classwork Exit Ticket Tasha, her mom, and aunt are all rock collectors. Tasha has 278 rocks, her mother has 1,375 rocks, and her aunt has 723 rocks. Which numbers can you combine together to get a number less than 1,500? Show your work for







CAR © 2009

the solution and show how you can check your solution.


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.

*(benchmarked)

SLO-Compose equations from

information supplied in word problems

(with all 4 operations) using letters to

represent unknowns (without solving).

Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Proportional Reasoning. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction


Modules

Option 2 –SMART

Presentation

Option 3 – Learnzillion

Lesson Plans

Option 4 - MyMath

Centers

Teacher Center – The teacher works in

a small group with 1-4 students.






Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.


/module-pdfs




algebraic-concepts/


nce-map/#4/19/196/196





d=10

Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4

oa3

MyMath



My Math




























CAR © 2009

Released Items

https://prc.parcconline.org/assessmen

ts/parcc-released-

items?title=&field_subject_tid=Math&f



practice:

https://www.illustrativemathematics.o

rg/4.OA

Individual Center – Students work on

the individual skill that they need

based on their data on iReady,

EdConnect, and PARCC. Achieve the

Core Coherence Map should be used

to guide remediation.

Technology Center – Students work on

i-Ready, Reflex Math

Manipulative Center – Students work

on solving problems using

manipulative, such as base ten blocks;

Rekenreks; etc.

Interdisciplinary Center – Students

work on math problems that

interconnect with another subject.

[Examples – Students write their own

word problems (called number

stories); Students listen to music/sing

songs that teaches them the content.

My Math Real-World Problem Solving

Library: Math and Science: My Math

Strange But True; My Math The

Lessons: 2-5, 2-6, 2-9, 4-8,

5-5, 6-11, 7-7,

7-9


Math Labs


algebraic-concepts/

click on ‘lab’











CAR © 2009

Olympic Games

Review Classwork Exit Ticket Superman was feeling hungry one night. He bought 3 pizzas and 4 large apples. Each pizza was $6.00 and each apple was $0.50. How much more did Superman spend on pizza than apples? Write the equation and show your work.

NJSLS.MATH.CONTENT 4.MD.C.5

4.MD.C.5

Recognize angles as geometric shapes

that are formed wherever two rays share

a common endpoint, and understand

concepts of angle measurement.

SLO-Determine the measure of an

angle in degrees. The two rays of an

angle share a common endpoint. If

that endpoint is located at the center

of a circle, the fraction of the circular

arc (between the points where the

rays intersect the circle) measures

the angle in degrees. A “degree” is

defined as 1/360 (one degree angle)

of the entire circle; and an angle that

turns n one degree angles is said to

measure n degrees.

4.MD.C.5a

Number Talk Direct Instruction




SMART Presentation

Option 3 - MyMath

Centers

Teacher Center – The teacher works in a small group with 1-4 students.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.

Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.

Technology Center – Students work on Reflex Math



/module-pdfs



https://njctl.org/courses/math/4th-grade-math/measurement-data/ Achieve the Core Coherence Map http://achievethecore.org/cohere

nce-map/#4/16/155/155





d=10

Common Core Sheets http://www.commoncoresheets.c

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.5 4.MD.5 - Touchpoint 4.MD.5 - OCR 4.MD.5a 4.MD.5a - Touchpoint 4.MD.5a - OCR 4.MD.5b 4.MD.5b - Touchpoint 4.MD.5b - OCR
















http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4md5a

CAR © 2009

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.

SLO-Determine the measure of an

angle in degrees. The two rays of an

angle share a common endpoint. If

that endpoint is located at the center

of a circle, the fraction of the circular

arc (between the points where the

rays intersect the circle) measures

the angle in degrees. A “degree” is

defined as 1/360 (one degree angle)

of the entire circle; and an angle that

turns n one degree angles is said to

measure n degrees.

4.MD.C.5b

An angle that turns through n one-degree

angles is said to have an angle measure of

n degrees.

SLO-Determine the measure of an angle in degrees. The two rays of an angle share a common endpoint. If that endpoint is located at the center of a circle, the fraction of the circular arc (between the points where the rays intersect the circle) measures the angle in degrees. A “degree” is defined as 1/360 (one degree angle) of the entire circle; and an angle that turns n one degree angles is said to

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.


om/SortedByGrade.php?Sorted=4md5a

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4

md5b

MyMath



My Math Lessons 4.MD.5: 14-3, 14-4, 14-5

Lessons 4.MD.5a: 14-3, 14-4

Lessons 4.MD.5b: 14-4


Math Labs


click on ‘lab’



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4md5b








CAR © 2009

measure n degrees.


4.MD.C.6

Measure angles in whole-number

degrees using a protractor. Sketch angles

of specified measure.

SLO-Use a protractor to measure

angles in whole number degrees and

sketch angles of specific measures.





SMART Presentation

Option 3 - MyMath

Centers






Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories);



/module-pdfs





nce-map/#4/16/158/158





d=10


md6

MyMath



My Math






















CAR © 2009

Students listen to music/sing songs that teaches them the content.


Lessons: 14-5, 14-6


Math Labs


click on ‘lab’


4.MD.C.7

Recognize angle measure as additive.

When an angle is decomposed into non-

overlapping parts, the angle measure of

the whole is the sum of the angle

measures of the parts. Solve 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.

SLO-Solve addition and subtraction

problems to find unknown angles on

a diagram in real world and

mathematical problems using a

symbol for an unknown angle

measure.





SMART Presentation

Option 3 - MyMath

Centers








/module-pdfs http://greatminds.net/maps/math

/standards/4.md.7

Math SMART Presentation https://njctl.org/courses/math/4t

h-grade-math/measurement-data/


nce-map/#4/16/159/159





d=10

Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sort

ed=4md7























CAR © 2009

problems using manipulative, such as base ten blocks; Rekenreks; etc.



MyMath



My Math

Lessons: 14-7

www.mhmymath.com



h-grade-math/measurement-data/

click on ‘lab’

NJSLS.MATH.CONTENT 4.G.A.1

4.G.A.1. Draw points, lines, line

segments, rays, angles (right, acute,

obtuse), and perpendicular and parallel

lines. Identify these in two-dimensional

figures.

SLO-Draw points, lines, line segments,

rays, angles (right, acute, obtuse),

and perpendicular and parallel lines

and identify these in two-dimensional

figures.





SMART Presentation

Option 3 - MyMath

Centers



Individual Center – Students work on the individual skill



/module-pdfs

http://greatminds.net/maps/math/standards/4.g.1


https://njctl.org/courses/math/4th-grade-math/geometry-geometric-measurement/


nce-map/#4/15/144/144




The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.G.1 - Touchpoint 4.G.1 - OCR

















CAR © 2009

that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.






items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti

d=10


g1

MyMath



My Math

Lessons: 14-1, 14-2, 14-3,

14-4, 14-5, 14-6,

14-7, 14-8, 14-9,

14-11

www.mhmymath.com



h-grade-math/geometry-geometric-measurement/

click on ‘lab’






http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4g1









CAR © 2009


4.G.A.2

Classify two-dimensional figures based

on the presence or absence of parallel or

perpendicular lines, or the presence or

absence of angles of a specified size.

Recognize right triangles as a category,

and identify right triangles.

SLO-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specific size. Recognize right angles as a category, and identify right triangles.





SMART Presentation

Option 3 - MyMath

Centers






Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the



/module-pdfs





nce-map/#4/15/147/147





d=10

Common Core Sheets


ed=4g2

MyMath



My Math























CAR © 2009


4.G.A.3. Recognize a line of symmetry

for a two-dimensional figure as a line

across the figure such that the figure can

be folded along the line into matching

parts. Identify line-symmetric figures and

draw lines of symmetry.

SLO-Draw lines of symmetry and identify line-symmetric figures.





SMART Presentation

Option 3 - MyMath

Centers






Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the



/module-pdfs





nce-map/#4/15/148/148





d=10

Common Core Sheets


ed=4g3

MyMath



My Math

Lessons: 14-10























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