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Math Grade 4 Year Plan

Grade 4 Math Yearly Overview

Time Frame Unit of Study Learning Outcomes September Patterns and

EquationsP4.1 Demonstrate an understanding of patterns and relations by:- identifying and describing patterns and relations in a chart, table or diagram- reproducing patterns and relations in a chart, table, or diagram using manipulatives- creating charts, tables, or diagrams to represent patterns, and relations- solving problems involving patterns and relationsP4.2 Demonstrate an understanding or equations involving symbols to represent an unknown value by:- writing an equation to represent a problem- solving one step equations

October Whole Numbers N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by:

- Representing- Describing- Comparing two numbers- Ordering three or more numbers.

(C, CN, V)N4.2 Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4 digit numerals) by:

- using personal strategies for adding and subtracting- estimating sums and differences- solving problems involving addition and subtraction(C, CN, ME,PS, R)

November/December Multiplication N4.3 Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by

- applying mental mathematics strategiesexplaining the results of multiplying by 0 and 1

(C,CN,R)

December Division N4.5 Demonstrate an understanding of division (1-digit divisor and up to 2 – digit dividend to solve problems by:

- using personal strategies for dividing with or without concrete materials- estimating quotients - explaining the results of dividing by 1- solving problems involving division of whole numbers- relating division to multiplication

January Measurement- Time, Linear

SS4.1 Demonstrate an understanding of time by:- reading and recording time using digital and analog clocks (including 24 hour clocks)- reading and recording calendar dates in a variety of formats.

(C, CN, V)February Fractions and

DecimalsN4.6 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to:

- name and record fractions for parts of a whole or a set- compare and order fractions- model and explain that for different wholes, two identical fractions may not represent

the same quantity- provide examples of where fractions are used.

(C, CN,PS,R,V)N4.7 Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by:

- describing- representing- relating to fractions

(C,CN,V)N4.8 Demonstrate an understanding of addition and subtraction of decimals limited to hundredths(concretely, pictorially, and symbolically) by:

- using compatible numbers- estimating sums and differences- using mental math strategies- solving problems.

(C, ME, PS, R, V)March Geometry SS4.2 Demonstrate an understanding of area of regular and irregular 2-D shapes by:

- recognizing that area is measured in square units

- selecting and justifying referents for the units cm squared of m squared- estimating are by using referents for the units cm squared or m squared- determining and recording area- constructing different rectangles for a given area in order to demonstrate that many

different rectangles may have the same area.(C,CN,ME,PS,R,V)SS4.3 Demonstrate an understanding of rectangular and triangular prisms by:

- identifying common attributes- comparing- constructing models

SS4.4 Demonstrate an understanding of line symmetry by:- identifying symmetrical 2-D shapes- creating symmetrical 2-D shapes- drawing one or more lines of symmetry in a 2-D shape.

(C,CN,V)

April Multiplication - Larger Numbers

N4.4 Demonstrate an understanding of multiplication (2 or 3 digit by 1 digit) by:- using personal strategies for multiplication, with or without concrete materials- using arrays to represent multiplication- connecting concrete representations to symbolic representations- estimating products- solving problems

May Division-Larger Numbers

N4.5 Demonstrate an understanding of division (1-digit divisor and up to 2 –digit dividend) to solve problems by:

- using personal strategies for dividing with or without concrete materials- estimating quotients- explaining the results of dividing by 1- solving problems involving division of whole numbers- relating division to multiplication

(C, CN,ME,PS, R, V)

June Data Analysis SP4.1 Demonstrate an understanding of many one-to-one correspondences by:- comparing correspondences on graphs- justifying the use of many one-to-one correspondences

- interpreting data shown using many one-to-one correspondence- creating bar graphs and pictographs using many one-to-one correspondence.( C, R, T, V)

Unit 1: Patterns and Equations

Time Frame: September

Lesson Focus

Outcomes covered in lesson Indicators covered in lesson I Can Statements covered in Lesson

Lesson One-Patterns in Charts

P4.1 Demonstrate an understanding of patterns and relations by:

- identifying and describing patterns and relations in a chart, table, or diagram

- reproducing patterns and relations in a chart, table, or diagram using manipulatives

- creating charts, tables, or diagrams to represent patterns and relations

- solving problems involving patterns and relations

a.) Identify and describe a variety of patterns in a multiplication chart.b.) Determine the missing element(s) in a table or chart and explain the strategies used.c.)Identify and correct error(s) in a table or chart.d.) Describe the pattern found in a table or chart.e.) Create a concrete representation of a pattern displayed in a table or chart.f.) Explain why the same relationships exist within a pattern in a table and its concrete representation.

I can represent a whole number to 10 000 using pictures, symbols, physically, orally and in writing.I can describe a number using pictures, symbols, orally, in written and physical form.I can compare two numbers using pictures, symbols, physically, orally, and in written form.I can order 3 or more numbers using picture, symbols, physically, orally, an d in written form.

Lesson Two-Extending Number Patterns




- creating charts, tables, or diagrams to represent patterns and relations

- solving problems involving patterns and relations

g.) Extend patterns found in a table or chart to solve a problem.


Lesson Three-Representing Patterns




- creating charts, tables, or diagrams

h.) Translate the information provided in a problem into a table or chart.i.) Identify and extend the patterns in a table or chart to solve a problem.

I can represent a whole number to 10 000 using pictures, symbols, physically, orally and in writing.I can describe a number using pictures, symbols, orally, in written and physical form.I can compare two numbers using pictures, symbols, physically, orally, and in written form.

to represent patterns and relations- solving problems involving patterns

and relations

I can order 3 or more numbers using picture, symbols, physically, orally, an d in written form.

Lesson Four-Equations Involving Addition and Subtraction

P4.2 Demonstrate an understanding of equations involving symbols to represent an unknown value by:

- writing an equation to represent a problem

- solving one step equations.

a.) Explain the purpose of the symbol, such as a triangle or circle, in an addition, subtraction, multiplication, or division equation with one unknown .b.) Write an equation in symbolic form for a given pictorial or concrete representation.c.) Identify the unknown in a story problem, represent the problem with an equation, and solve the problem concretely, pictorially, or symbolically. d.) Create a problem in context for an equation with one unknown.e.) Solve a one-step equation using manipulatives.f.) Solve a one-step equation using guess and test.g.) Explain what is meant by “one-step equation with one unknown”.


Lesson Five-Equations Involving Multiplicationand Division

P4.2 Demonstrate an understanding of equations involving symbols to represent an unknown value by:- writing an equation to represent a problem- solving one step equations.

a.) Explain the purpose of the symbol, such as a triangle or circle, in an addition, subtraction, multiplication, or division equation with one unknown .b.) Write an equation in symbolic form for a given pictorial or concrete representation.c.) Identify the unknown in a story problem, represent the problem with an equation, and solve the problem concretely, pictorially, or symbolically. d.) Create a problem in context for an equation with one unknown.e.) Solve a one-step equation using manipulatives.f.) Solve a one-step equation using guess and test.g.) Explain what is meant by “one-step equation with one unknown”.i.) Represent and solve a multiplication or division problem involving equal grouping or partitioning (equal sharing) using a symbol to represent the unknown.


Lesson Six-Review and Summative

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Assessment

Unit 2: Whole Numbers

Time Frame: October

Lesson Focus


Lesson One-Whole Numbers to 10 000

N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by:

- Representing- Describing- Comparing two numbers- Ordering three or more numbers.

a.) Read a four-digit numeral without using “and.”b.) Write a numeral using proper spacing without commas.c.) Write a numeral (0-10 000) in words. d.) Represent a numeral using a place value chart or diagrams. e.) Explain the meaning of each digit in a numeral.f.) Express a numeral in expanded notation.g.) Write the numeral represented by an expanded notation expression.h.) Explain and show the meaning of each digit in a 4 digit numeral with all the digits the same. i.) Explain the meaning of each digit in a 4-digit number representing a particular quantity.n.) Decompose and represent a 4-digit number at least three different ways.

I can represent a whole number to 10 000 using pictures, symbols, physically, orally, and in writing. I can describe numbers using pictures, symbols, orally, in written and physical form. I can compare two numbers using pictures, symbols, physically, orally, and in written form.

Lesson Two-Comparing and Ordering Numbers


- Representing- Describing- Comparing two numbers- Ordering three or more numbers.-

j.) Order a set of numbers in ascending or descending order, and explain the order by making references to place value.k.) Create and order three different 4-digit numerals.l.) Identify the missing numbers in an ordered sequence or shown on a number line.

I can represent a whole number to 10 000 using pictures, symbols, physically, orally, and in writing. I can describe numbers using pictures, symbols, orally, in written and physical form. I can compare two numbers using pictures, symbols, physically, orally, and in written form.

Summative Assessment on Place Value


- Representing- Describing- Comparing two numbers

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- Ordering three or more numbers.

Lesson Three-Sorting Numbers

P4.1 Demonstrate an understanding of patterns and relations by:- identifying and explain mathematical relationships using charts and diagrams to solve problems.

j.) Solve a problem by completing a Carroll diagram using given data.k.) Determine where new data belong in a Carroll diagram.l.) Identify the sorting rule for a Venn diagram.m.) Describe the relationship shown in a given Venn diagram when the circles intersect, when one circle is contained in the other, and when the circles are separate.n.) Determine where new data belong in a Venn diagram. o.) Solve a problem by using a chart or a diagram to identify mathematical relationships.

I can identify patterns and relations in a chart, table, or diagram.I can describe patterns and relations in a chart, table or diagram.I can use manipulatives to copy patterns and relations in a chart, table, or diagram.I can make charts, tables or diagrams to represent patterns and relations.I can solve problems involving patterns and relations.

Lesson Four- Estimating Sums

N4.2 Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4 digit numerals) by:

- using personal strategies for adding and subtracting

- estimating sums and differences- solving problems involving addition and

subtraction

b.) Describe a situation in which an estimate rather than an exact answer is sufficient. c.) Estimate sums and differences using different strategies.

I can add whole numbers with answers to 10 000.I can write corresponding subtractions for whole numbers to 10 000.I can explain my personal strategy for adding and subtracting.I can estimate sums and differences.I can solve problems involving addition and subtraction.

Lesson Five-Using Mental Math to Add




subtraction

a.) Explain how to keep track of digits that have the same place value when adding or subtraction numbers.c.) Estimate sums and differences using different strategies.


Lesson Six-Adding 3-Digit Numbers



a.) Explain how to keep track of digits that have the same place value when adding or subtraction numbers.b.) Describe a situation in which an estimate rather than an exact answer is sufficient. c.) Estimate sums and differences using different strategies.

I can add whole numbers with answers to 10 000.I can write corresponding subtractions for whole numbers to 10 000.I can explain my personal strategy for adding and subtracting.


subtraction

d.) Explain the strategies used to determine a sum or difference.e.) Solve problems that involve addition and subtraction of more than two numbers.

I can estimate sums and differences.I can solve problems involving addition and subtraction.

Lesson Seven-Adding 4-Digit Numbers




subtraction

a.) Explain how to keep track of digits that have the same place value when adding or subtraction numbers.b.) Describe a situation in which an estimate rather than an exact answer is sufficient. c.) Estimate sums and differences using different strategies.d.) Explain the strategies used to determine a sum or difference.e.) Solve problems that involve addition and subtraction of more than two numbers


Lesson Eight-Estimating Differences




subtraction

b.) Describe a situation in which an estimate rather than an exact answer is sufficient. c.) Estimate sums and differences using different strategies.


Lesson Nine-Using Mental Math to Subtract




subtraction

a.) Explain how to keep track of digits that have the same place value when adding or subtraction numbers.c.) Estimate sums and differences using different strategies.


Lesson Ten-Subtracting 3-Digit Numbers



a.) Explain how to keep track of digits that have the same place value when adding or subtraction numbers.b.) Describe a situation in which an estimate rather than an exact answer is sufficient.

I can add whole numbers with answers to 10 000.I can write corresponding subtractions for whole numbers to 10 000.


subtraction

c.) Estimate sums and differences using different strategies.d.) Explain the strategies used to determine a sum or difference.e.) Solve problems that involve addition and subtraction of more than two numbers.

I can explain my personal strategy for adding and subtracting.I can estimate sums and differences.I can solve problems involving addition and subtraction.

Lesson Eleven-Subtracting 4-Digit Numbers




subtraction.

a.) Explain how to keep track of digits that have the same place value when adding or subtraction numbers.b.) Describe a situation in which an estimate rather than an exact answer is sufficient. c.) Estimate sums and differences using different strategies.d.) Explain the strategies used to determine a sum or difference.e.) Solve problems that involve addition and subtraction of more than two numbers.


Lesson Twelve-Solving Addition and Subtraction Problems




subtraction

e.) Solve problems that involve addition and subtraction of more than two numbers.


Lesson Eleven-Review and Summative Assessment




subtraction.

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Unit 3: Multiplication and Division

Time Frame: November and 1/2 of December

Lesson Focus


Lesson One-Using Doubles to Multiply

N4.3 Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by:


a.) Explain the strategy used to determine a product.b.) Explain the strategy used in a given solution to a product.

I can apply mental mathematics strategies.

Lesson Two- Multiplying by 1,0, and by 10



c.) Explain the property for determining the answer when multiplying numbers by one.d.) Explain the property for determining the answer when multiplying by zero.

I can explain the results of multiplying by 0 and 1.

Lesson Three- Using Skip Counting to Multiply






a.) Identify and describe a variety of patterns in a multiplication chart.


I can identify patterns and relations in a chart, table, or diagram.

Lesson Four- Other Strategies for Multiplying





Lesson Five- Using Patterns in a Multiplication Chart

`N4.3 Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by:

- applying mental mathematics strategiesexplaining the results of multiplying by 0 and 1

P4.1 Demonstrate an understanding of patterns and


a.) Demonstrate and describe a variety of patterns in a multiplication chart.



relations by:- reproducing patterns and relations in a chart,

table, or diagram using manipulatives

Lesson Six- Using Arrays to Divide

N4.5 Demonstrate an understanding of division to solve problems by:

- using personal strategies for dividing with and without concrete materials.

- Estimating quotients- Explaining the results of dividing by 1- Solving problems involving division of whole

numbers- Relating division to multiplication

a.) Solve a division problem without a remainder using arrays or base ten materials.c.) Solve a division problem using a personal strategy and record the process symbolically. e.) Estimate a quotient using a personal strategy.f.) Explain the property for determining the answer when dividing numbers by one.

I can explain using my own strategy how to divide with or without manipulatives.I can estimate quotients.I can explain my answer when I divide by 1.I can solve problems using division of a whole number.I can relate multiplication to division.

Lesson Seven- Relating Multiplication and Division





a.) Solve a division problem without a remainder using arrays or base ten materials.c.) Solve a division problem using a personal strategy and record the process symbolically. e.) Estimate a quotient using a personal strategy.f.) Explain the property for determining the answer when dividing numbers by one.g.) Explain, using examples, the relationship between division and multiplication.


Lesson Eight- Dividing by Numbers from 1-9





a.) Solve a division problem without a remainder using arrays or base ten materials.c.) Solve a division problem using a personal strategy and record the process symbolically. e.) Estimate a quotient using a personal strategy.f.) Explain the property for determining the answer when dividing numbers by one.g.) Explain, using examples, the relationship between division and multiplication.


Lesson Nine-Pose and Solve


- using personal strategies for dividing with and

a.) Solve a division problem without a remainder using arrays or base ten materials.

I can explain using my own strategy how to divide with or without manipulatives.

Problems without concrete materials.- Estimating quotients- Explaining the results of dividing by 1- Solving problems involving division of whole


c.) Solve a division problem using a personal strategy and record the process symbolically. d.) Create and solve a division problem using a personal strategy and record the process symbolically.e.) Estimate a quotient using a personal strategy.f.) Explain the property for determining the answer when dividing numbers by one.g.) Explain, using examples, the relationship between division

I can estimate quotients.I can explain my answer when I divide by 1.I can solve problems using division of a whole number.I can relate multiplication to division.

Lesson Ten-Review and Summative Assessment





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Unit 4: Measurement- Time & Area

Time Frame: 1/2 of December and January

Lesson Focus


Lesson One-Calendar Time

SS4.1 Demonstrate an understanding of time by:- reading and recording calendar dates in a

variety of forms.

h.) Write dates in a variety of formats.i.) Relate dates written in the format yyyy/mm/dd to dates on a calendar.j.) Identify possible interpretations of a date.

I can read and show the date in different ways or formats.

Lesson Two-Exploring Time

SS4.1 Demonstrate an understanding of time by:- reading and recording time using digital and

analog clocks(including 24-hour clocks)

a.) State the number of hours in a day.b.) Express the time orally and numerically shown on a 12-hour analog clock.c.) Express the time orally shown on a 12-hour digital clock.f.) Express time orally as :minutes to” or minutes after” the hour.

I can demonstrate (orally and numerically) that I understand telling time on digital and analog clocks.

Lesson Three-Telling Time





Lesson Four-Elapsed Time



g.) Explain the meaning of AM and PM, and provide an example of an activity that occurs during the AM and another that occurs during the PM.


Lesson Five-Telling Time to the Minute





Lesson Six-The 24-HourClock



a.) State the number of hours in a day.b.) Express the time orally and numerically shown on a 24 hour clock.


f.) Express time orally as :minutes to” or minutes after” the hour.

Review and Summative Assessment on Time



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Lesson Seven-Covering Shapes

SS4.2 Demonstrate an understanding of area of regular and irregular 2-D shapes by:


- selecting and justifying referents for the units cm squared of m squared

- estimating are by using referents for the units cm squared or m squared

- determining and recording area- constructing different rectangles for a given

area in order to demonstrate that many different rectangles may have the same area.

a.) Describe area as the measure of surface recorded in square units.

I can show my understanding of area of 2-D and 3-D shapes.I can use estimation to determine area.

Lesson Eight-Exploring Area







a.) Describe area as the measure of surface recorded in square units.b.) Identify and explain why the square is a most efficient unit for measuring area.


Lesson Nine-Measuring Area in Square Centimetres





c.) Provide a referent for a square centimeter and explain the choice.




Lesson Ten-Estimating and Measuring Area







f.) Determine the area of a 2-D shape using personal referents.g.) Determine the area of a regular 2-D shape and explain the strategy used.h.) Determine the area of an irregular 2-D shape and explain the strategy used.


Lesson Eleven-Finding Area in Square Metres







d.) Provide a referent for a square metre and explain the choice.e.) Determine which standard square unit is represented by a referent.


Lesson Twelve-Exploring Rectangles with Equal Areas







i.) Construct a rectangle with a given area.j.) Illustrate, and verify, how more than one rectangle is possible for a given area by drawing at least two different rectangles with that area.

I can understand that different rectangles may have the same area.

Lesson Thirteen-Review and Summative Assessment on Time







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Unit 5: Fractions and Decimals

Time Frame: February

Lesson Focus

Outcomes covered in lesson Indicators covered in lesson

I Can Statements covered in Lesson

Lesson One-Fractions of a Whole

N4.6 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to:

- name and record fractions for the parts of a whole or a set

- compare and order fractions - model and explain that for different

wholes, two identical fractions may not represent the same quantity

- provide examples of where fractions are used.

a.) Represent a fraction using concrete materials.b.) Represent a fraction based on a symbolically concrete representation.d.) Name and record the shaded and non-shaded parts of a whole. f.) Represent a fraction pictorially by indicating parts of a whole.

I can name and record fractions for the parts of a whole or a set.I can provide examples of where fractions are used.

Lesson Two-Fraction Benchmarks






j.) Identify which of the benchmarks 0, ½, or 1 is closer to a given fraction.k.) Name fractions between two benchmarks on a number line.


Lesson Three-Exploring Fractions of a Set






c.) Name and record the fraction for the included and not included parts of a set.e.) Represent a fraction pictorially by indicating parts of a given set.

I can name and record fractions for the parts of a whole or a set.

Lesson Four-Finding a Fraction of a Set






c.) Name and record the fraction for the included and not included parts of a set.e.) Represent a fraction pictorially by indicating parts of a given set.


Lesson Five-Relating Fractional Parts of Different Wholes and Sets






m.) Provide examples of when two identical fractions may not represent the same quantity.


Lesson Six- Comparing and Ordering Unit Fractions






g.) Explain how denominators can be used to compare two unit fractions with numerator 1.h.) Order a set of fractions that have the same numerator and explain the ordering.

I can compare and order fractions.

Lesson Seven-Comparing and Ordering Fractions with the Same Numerator or Denominator





h.) Order a set of fractions that have the same numerator and explain the ordering.i.) Order a set of fractions that have the same denominator and explain the ordering.l.) Order a set of fractions by placing them on a number line with given benchmarks.

I can compare and order fractions.


Fractions Review and Summative Assessment






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Lesson Eight-Exploring Tenths

N4.7 Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: -describing- representing- relating to fractions

a.) Write the decimal for a concrete or pictorial representation of part of a set, part of a region, or part of a unit of measure.b.) Represent a decimal concretely or pictorially.f.) Provide examples of everyday contexts in which tenths and hundredths are used.h.) Read and write decimals as fractions (e.g. 0.5 is zero and five tenths). i.) Express orally and in symbolic form a decimal in fractional form.j.) Express orally and in symbolic form a fraction with a denominator of 10 or 100 as a decimal.

I can demonstrate my understanding of decimal numbers in tenths and hundredths by describing, representing, using pictures, orally, in writing, and with symbols. I can show how I understand decimal numbers in tenths, and hundredths relating to fractions.

Lesson Nine-Exploring Hundredths


a.) Write the decimal for a concrete or pictorial representation of part of a set, part of a region, or part of a unit of measure.b.) Represent a decimal concretely or pictorially.d.) Represent a decimal using money (dimes and pennies).e.) Record a money value using decimals.f.) Provide examples of everyday contexts in which tenths and hundredths are used.h.) Read and write decimals as fractions (e.g. 0.5 is zero and five tenths). i.) Express orally and in symbolic form a


decimal in fractional form.k.) Express a pictorial or concrete representation as a fraction or decimal.

Lesson Ten-Equivalent Decimals


l.) Express orally and in symbolic form the decimal equivalent for a fraction.


Lesson Eleven-Adding Decimals to Tenths

N4.8 Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by:

- using compatible numbers- estimating sums and differences- using mental math strategies- solving problems

a.) Approximate sums and differences of decimals using estimation strategies. c.) Determine the approximate solution of a problem not requiring an exact answer.d.) Estimate a sum or difference using compatible numbers.g.) Represent a sum or difference of two decimals concretely or pictorially, and record the solution to the sum or difference symbolically.

I can use pictures, manipulatives and symbols to show I understand addition and subtraction of decimals to hundredths.I can use compatible numbers to show addition and subtraction of decimals.I can estimate sums and differences of addition and subtraction of decimals of hundredths.I can use mental math strategies to show addition and subtraction of decimals of hundredths. I can solve problems with addition and subtraction of decimals limited to hundredths.

Lesson Twelve-Subtracting Decimals to Tenths



a.) Approximate sums and differences of decimals using estimation strategies. c.) Determine the approximate solution of a problem not requiring an exact answer.d.) Estimate a sum or difference using compatible numbers.g.) Represent a sum or difference of two decimals concretely or pictorially, and record the solution to the sum or difference symbolically.

I can use pictures, manipulatives and symbols to show I understand addition and subtraction of decimals to hundredths.I can use compatible numbers to show addition and subtraction of decimals.I can estimate sums and differences of addition and subtraction of decimals of hundredths.I can use mental math strategies to show addition and subtraction of decimals of hundredths. I can solve problems with addition and subtraction of decimals limited to hundredths.

Lesson Thirteen-Adding and SubtractingDecimals to Hundredths



b.) Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths.e.) Count back change for a purchase.f.) Explain the strategies used to determine a sum or difference.

I can use pictures, manipulatives and symbols to show I understand addition and subtraction of decimals to hundredths.I can use compatible numbers to show addition and subtraction of decimals.I can estimate sums and differences of addition and subtraction of decimals of hundredths.I can use mental math strategies to show addition and subtraction of decimals of hundredths. I can solve problems with addition and subtraction

of decimals limited to hundredths.Decimal Review and Summative Assessment

N4.7 and N4.8 all all

Unit 6: Geometry

Time Frame: March

Lesson Focus


Lesson One-Objects in Our World

SS4.3 Demonstrate an understanding of rectangular and triangular prisms by:

- identifying common attributes- comparing- constructing models



d.) Identify examples of rectangular and triangular prisms found in the environment. e.) Construct and describe a model of rectangular and triangular prisms.

l.) Identify the sorting rule for a Venn diagram.m.) Describe the relationship shown in a given Venn diagram when the circles intersect, when on circle is contained in the other, and when the circles are separate.n.) Determine where new data belong in a Venn diagram.

I can identify the attributes of rectangular and triangular prisms.I can compare rectangular and triangular prisms. I can construct models of rectangular and triangular prisms.


Lesson Two-ConstructingPrisms

SS4.3 Demonstrate an understanding of rectangular and triangular prisms by:- identifying common attributes- comparing- constructing models

a.) Identify and name common attributes of rectangular prisms.b.) Identify and name common attributes of triangular prisms from sets of triangular prisms.e.) Construct and describe a model of rectangular and triangular prisms.


Lesson Three-Exploring Nets

SS4.3 Demonstrate an understanding of rectangular and triangular prisms by:- identifying common attributes- comparing- constructing models

f.) Construct rectangular prisms from their nets.g.) Construct triangular prisms from their nets.h.) Construct nets for rectangular or triangular prisms.


Lesson Four-Symmetrical Shapes

SS4.4 Demonstrate an understanding of line symmetry by:

- identifying symmetrical 2-D shapes- - creating symmetrical 2-D shapes- Drawing one or more lines of

symmetry in a 2-D shape

c.) Sort a set of rectangular and triangular prisms using the shape of the base.

I can show that I understand symmetry by identifying and creating symmetrical 2-D shapes.I can draw lines of symmetry in 2-D shapes.

Lesson Five-Line Symmetry

SS4.4 Demonstrate an understanding of line symmetry by: - identifying symmetrical 2-D shapes- - creating symmetrical 2-D shapes- Drawing one or more lines of symmetry in a 2-D shape

a.) Identify the characteristics of give symmetrical and non-symmetrical 2-D shapes.b.) Sort a set of 2-D shapes as symmetrical and non-symmetrical.h.) Provide examples of symmetrical shapes found in the environment and identify the line of symmetry.


Lesson Six-Sorting by Lines of Symmetry

SS4.4 Demonstrate an understanding of line symmetry by: - identifying symmetrical 2-D shapes- - creating symmetrical 2-D shapes- Drawing one or more lines of symmetry in a 2-D shape

c.) Complete a symmetrical 2-D shape given half the shape and its line symmetry.e.) Identify lines of symmetry in a set of 2-D shapes and explain why each shape is symmetrical.f.) Determine whether or not a given 2-D shape is symmetrical by using a Mira r by folding and superimposing. g.) Create a symmetrical shape with and without manipulatives.


Lesson Seven-Review and Summative Assessment

SS4.4 Demonstrate an understanding of line symmetry by:

- Identifying symmetrical 2- D shapes.- Creating symmetrical 2-D shapes- Drawing one or more lines of

symmetry in a 2-D shape



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Unit7: Multiplication and Division of Larger Numbers

Time Frame: April/May

Lesson Focus


Lesson One-Exploring Multiplication Patterns

N4.4 Demonstrate an understanding of multiplication (2-or 3-Digit by 1- digit) by:

- Using personal strategies for multiplication, with or without concrete materials

- Estimating products- Solving problems

a.) Model a multiplication problem using the distributive property.b.) Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.

I can use personal strategies for multiplication, with and without manipulatives.I can estimate products.I can solve problems.

Lesson Two- Estimating Products




c.) Create and solve a multiplication problem that is limited to a 2- or 3- digit number times a 1- digit number d.) Estimate a product using a personal strategy.


Lesson Three-Using Models to Multiply




a.) Model a multiplication problem using the distributive property.b.) Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.


Lesson Four-Other Strategies for Multiplication




a.) Model a multiplication problem using the distributive property.b.) Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.c.) Create and solve a multiplication problem that is limited to a 2- or 3- digit number times a 1- digit number.d.) Estimate a product using a personal strategy.e.) Model and solve a multiplication problem using an array, and record the process.f.) Solve a multiplication problem and explain the


strategies or processes used.Lesson Five-Using Patterns to Multiply

N4.4 Demonstrate an understanding of multiplication (2- or 3-Digit by 1-Digit) by:





a.) Model a multiplication problem using the distributive property.b.) Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.c.) Create and solve a multiplication problem that is limited to a 2- or 3- digit number times a 1- digit number.d.) Estimate a product using a personal strategy.e.) Model and solve a multiplication problem using an array, and record the process.f.) Solve a multiplication problem and explain the strategies or processes used.

a.) Identify and describe a variety of patterns in a multiplication chart.b.) Determine the missing element in a table or chart and explain the strategies used.c.) Identify and correct error in a table or chart.d.) Describe the pattern found in a table or chart.


Lesson Six-Multiplying a 3-Digit Number by a 1-Digit Number




c.) Create and solve a multiplication problem that is limited to a 2- or 3- digit number times a 1- digit number.d.) Estimate a product using a personal strategy.e.) Model and solve a multiplication problem using an array, and record the process.f.) Solve a multiplication problem and explain the strategies or processes used.


Lesson Seven-Estimating Quotients

N4.5 Demonstrate an understanding of division(1-digit divisor and up to 2-Digit dividend) to solve problems by:

- using personal strategies for dividing with and without concrete materials

- estimating quotients- solving problems involving division of

whole numbers- relating division to multiplication

a.) Solve a division problem without a remainder using arrays or base ten materials.b.) Estimate a quotient using a personal strategy.

I can explain using my own strategy of how to divide with or without manipulatives.I can estimate quotients.I can solve problems using division of a whole number.I can relate multiplication to division.

Lesson Eight-Division with Remainders





b.) Solve a division problem with a remainder using arrays or base ten materials.c.) Solve a division problem using a personal strategy and record the process symbolically. d.) Create and solve a word problem involving a 1 or 2 digit dividend.


Lesson Nine-Using Base Ten Blocks to Divide







Lesson Ten-Another Strategy for Division







Lesson Eleven-Review andSummative Assessment





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Unit8: Statistics and Probability Strand- Data Analysis

Time Frame: June

Lesson Focus


Lesson One-Reading Pictographs and Bar Graphs

SP4.1 Demonstrate an understanding of many to-one correspondence by:

- comparing correspondences on graphs

- justifying the use of many one-to- one correspondences

- interpreting data shown using many one-to-one correspondence

- creating bar graphs and pictographs using many one-to-one correspondence

a.) Compare graphs in which different correspondences are used and explain why the correspondence may have been used.b.) Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how they are the same and different.c.) Explain why a many-to-one correspondence is sometimes used rather than a one-to-one correspondence used.e.) Select many-to-one correspondence for displaying a set of data in a graph and justify the choice. h.) Answer a question using a graph in which data are displayed using a many-to-one correspondence.

I can show, draw, and explain what a correspondence is.I can compare correspondences on graphs.I can create bar graphs and pictographs.I can explain what the graph is showing. I can answer questions using information from a graph.I can prove that there is more than one way to get the same answer.

Lesson Two-Drawing Pictographs






f.) Create and label (with categories, title, and legend) a pictograph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used. h.) Answer a question using a graph in which data are displayed using a many-to-one correspondence.


Lesson Three-Drawing Bar Graphs




- interpreting data shown using many

g.) Create and label(with axes and title) a bar graph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used. h.) Answer a question using a graph in which data are displayed using a many-to-one correspondence.

I can show, draw, and explain what a correspondence is.I can compare correspondences on graphs.I can create bar graphs and pictographs.I can explain what the graph is

one-to-one correspondence- creating bar graphs and pictographs

using many one-to-one correspondence

showing. I can answer questions using information from a graph.I can prove that there is more than one way to get the same answer.

Lesson Four-Comparing Pictographs and Bar Graphs






P4.1 Demonstrate an understanding of patterns and relations by:- reproducing patterns and relations in a chart, table, or diagram

a.) Compare graphs in which different correspondences are used and explain why the correspondence may have been used.b.) Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how they are the same and different.

b.) Determine the missing elements in a table or chart and explain the strategies used.


I can show, draw, and explain what a correspondence is. I can compare correspondences on graphs.

Lesson Five-Strategies Toolkit






a.) Compare graphs in which different correspondences are used and explain why the correspondence may have been used.b.) Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how they are the same and different.


Lesson Six-Review and Summative Assessment






P4.1 Demonstrate an understanding of patterns and relations by:- reproducing patterns and relations in a chart, table, or diagram

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