4th grade science map/pacing guide 2016- · pdf file4th grade science map/pacing guide...

4th Grade Science Map/Pacing Guide 2016-2017

Topics &

Standards

Quarter

1

SCIENTIFIC INQUIRY and APPLICATION PRACTICES Thinking Like a 21st Evidence Century Scientist and Engineer

Follow a laboratory procedure and work collaboratively within a group using appropriate scientific tools.

Work individually, with a partner, and as a team to test a scientific concept, change a variable, and record the experimental outcome.

Use the engineering design cycle to develop a solution with a predictable outcome.

Cite specific text or online resource to support a proposed design solution. EARTH’S SURFACE (4.ESS.1) Landforms

Earth’s surface has specific characteristics and landforms that can be identified.

Key Concepts & Vocabulary Canyon, Catastrophic, Cave, Delta, Deposition, Dune, Earthquake, Erosion, Event, Flooding, Floodplain, Glacial Feature, Glacial Movement, Hill, Island, Landform Mountain/Mountain Range, Physical Geography Map, Remote Sensing Data , Sinkhole, Spring Stream, Topographic , Valley, Volcano, Weathering EARTH SCIENCE Earth's surface has specific characteristics and landforms that can be identified. (4.ESS.1)

Explain that 70 percent of the Earth's surface is covered with water and most of which is ocean.

Research and identify landforms and the processes by which they are created.

Design and construct a model of a landform and explain the process by it formed.

Synthesize information related to landforms and their processes and present the findings to others.

Time

Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunities

for Integration

Resources

(Curriculum /Textbook)

Technology, Other/

Differentiation

Week 1-6 SCIENCE

INQUIRY AND

Unit: Think Like a Scientist

ELA/Literacy RI.5.1 Quote accurately from a text when

Curriculum Units: • Team Building

• Lab Safety


APPLICATION PRACTICES

Thinking Like a 21st Century

Scientist

explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital

• My Science Classroom: Scale Diagrams

• Laboratory Procedures and Equipment

• Computer Technology •Introduction to Science and

Engineering •Inquiry Design Cycle


sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics 3.OA Operations and Algebraic Thinking MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. 3-5.OA Operations and Algebraic Thinking


Topics &

Standards

Quarter

2

Key Concepts & Vocabulary Canyon, Catastrophic, Cave, Delta, Deposition, Dune, Earthquake, Erosion, Event, Flooding, Floodplain, Glacial Feature, Glacial Movement, Hill, Island, Landform Mountain/Mountain Range, Physical Geography Map, Remote Sensing Data , Sinkhole, Spring Stream, Topographic , Valley, Volcano, Weathering EARTH SCIENCE Earth's surface has specific characteristics and landforms that can be identified. (4.ESS.1)

Explain that 70 percent of the Earth's surface is covered with water and most of which is ocean.

Research and identify landforms and the processes by which they are created.

Design and construct a model of a landform and explain the process by it formed.

Synthesize information related to landforms and their processes and present the findings to others. Key Concepts & Vocabulary 4.ESS.2 Ice movement, Freeze/thaw, Catastrophic event, Characteristics, Exposure, Weathering factors, Earthquakes, Mass wasting, Earth's surface, Weathering process, Pollution, Flooding, Volcanic activity, Glaciers, Types of rocks, Weathering rates 4.ESS.3 Sediment, Deposit, Gravitational force, Process, Transport, Erosion (as a destructive process), Deposition (as a constructive process), Weathering, Gravity ,Catastrophic events, Mass wasting, Landforms, Topographic maps EARTH SCIENCE The surface of Earth changes due to weathering. 4.ESS.2 The surface of Earth changes due to erosion and deposition. 4.ESS.3

Explain the process of weathering in changing the Earth's surface.

Explain the process of erosion and deposition in changing the Earth's surface.

Differentiate between weathering, erosion, and deposition.

Connect concepts of weathering, erosion, and deposition to the real world.

Design, construct, and evaluate a model using research to prevent riverbank erosion. Key Concepts & Vocabulary Abiotic, Ecosystems, Beneficial, Biotic, Detrimental, Ecosystem, Fossil Record, Migration, Populations, Resources LIFE SCIENCE (4.LS.1) Changes in an environment are sometimes beneficial to its survival and sometimes harmful.

Explain that some changes in an environment can be beneficial and some changes can be detrimental to different organisms in an ecosystem.


Observe and record factors in an environment.

Compare an ecosystem in Ohio from the past to the present. Resources environment are sometimes beneficial to its survival and sometimes harmful.

Create a plan to benefit an endangered species in Ohio.

Evaluate a plan proposed to help an endangered species.

Time

Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunities

for Integration

Resources

(Curriculum

/Textbook)

Technology, Other/

Differentiation

Weeks

(Q-1)

7-9

EARTH SCIENCE (4.ESS.1)

Earth's surface

has specific characteristics and landforms

that can be identified.

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR ● 3-5 FATPs /

RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Inspire Science Textbook Grade 4 book

Module: Patterns of Earth’s

Changing Features

Lesson: Earth’s Landforms and Features

Lesson: History of Earth’s

Surface

*Be sure to use the chapter module opening, videos, &

games

Discovery Education: www.discoveryeducation.com

Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-sNew-Learning-

Standards/Science

AIR Practice Site

*Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using

online resources.

http://education.ohio.gov/Topics/Ohio-sNew-Learning-Standards/Science



*Assessments located within unit

*Be sure to use the Inspire curriculum

assessments resources as well as

Defined Stem

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to


support analysis, reflection, and research.

Mathematics

MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

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.

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.


(Q-2)

Weeks

10-13 EARTH SCIENCE

The surface of Earth changes

due to weathering.

4.ESS.2

The surface of Earth changes due to erosion and deposition.

4.ESS.3

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit



Defined Stem

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.7 Interpret information presented visually, orally, or

Inspire Science Textbook

Module: Patterns of Earth’s Changing Features

Lesson: Effects of Erosion


games


Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-sNew-Learning-

Standards/Science

AIR Practice Site

*Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using

online resources.




quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics






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.



Topics &

Standards

Quarter

3

Key Concepts & Vocabulary Abiotic, Biotic, Cast, Ecosystem, Extinct, Fossil Record, Migration, Mold, Populations, Resources, Trace LIFE SCIENCE (4.LS.2) Fossils can be compared to one another and to present day organisms according to their similarities and differences.

Explain how fossils are used to learn about organisms that no longer exist.

Compare fossils to other fossils and living organisms to identify similarities and differences.

Design and carryout an experiment to discover how organisms can leave fossil evidence.

Infer possible facts about organisms and their environment based on observations of fossils or models of fossils Key Concepts & Vocabulary Conservation of Matter, Constant, Dissolving, Evaporation, Experimental Evidence, Gas, Liquid, Mass, Melting, Phase change, Phases or States of Matter, Matter, Property, Solid, Volume, Weight PHYSICAL SCIENCE (4.PS.1) The total amount of matter is conserved when it undergoes a change.

Based on experimental experiences, explain that matter remains constant when it undergoes a change.

Explain that when an object is broken into smaller pieces, the total amount of matter remains constant.

Explain that when a solid is dissolved in a liquid, the total amount of matter remains constant.

Explain that when matter changes state (solid, liquid, gas), the total amount of matter remains constant.

Explain that the sum of all of the parts in an object equals the mass of the object.

Time

Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunities

for Integration

Resources

(Curriculum

/Textbook)

Technology, Other/

Differentiation

(Q-2)

Weeks

11-16

UBD Framework Unit:

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly


Module: Changes in Ecosystem

Discovery Education:

http://www.discoveryeducation.com

http://www.discoveryeducation.com/


LIFE SCIENCE (4.LS.1) Changes in an environment are sometimes beneficial to its survival and sometimes harmful.

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

● 3-5 FATPs /

RAFTs

At least 1

GRASP per

quarter

At least 1

Common

Short Cycle

per quarter

*Assessments

located within unit

*Be sure to use the

Inspire curriculum

assessments

resources as well as

Defined Stem

and when drawing inferences from the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on

Lesson: Changes Affect Living Things

Lesson: Natural Hazards Change Environments

Lesson: Humans and Natural Hazards

*Be sure to use the chapter module opening, videos, & games

Ohio Department of Education - Science:

http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science

AIR Practice Site

*Be sure to use the Inspiring All

Students for differentiation which is located under lesson plan using online

resources.




Web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics




4.MD.A.1 Know relative sizes of measurement


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

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.


(Q-2/3)

Weeks

17-22

LIFE SCIENCE (4.LS.2) Fossils can be compared to one another and to present day organisms according to their

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on


Module: Learn From The Past

Lesson: Things from Long Ago

Lesson: Fossils

*Be sure to use the chapter module

opening, videos, & games



Other Resources: • Additional experiments for making fossils. http://www.brighthub.com/environment/scienceenvironmental/articles/122335.aspx • LeBreaTarpitsvirtualfield trip http://www.tarpits.org/la-brea-tar-pits/timeline


http://www.brighthub.com/environment/scienceenvironmental/articles/122335.aspx



http://www.tarpits.org/la-brea-tar-pits/timeline

http://www.tarpits.org/la-brea-tar-pits/timeline


similarities and differences.



*Assessments

located within unit



Defined Stem

Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and

• Fossil museum http://www.fossilmuseum.net/museu

m-fossils.htm



AIR Practice Site



resources.

http://www.fossilmuseum.net/museum-fossils.htm

http://www.fossilmuseum.net/museum-fossils.htm




categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics






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.

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.

(Q-3)

Weeks

23-26

PHYSICAL

SCIENCE (4.PS.1)

The total amount of matter is conserved when it undergoes a change.

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit


assessments

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


Module: Changes in Matter

Lesson: Put Matter Together

Lesson: Mixtures Lesson: Temperature Changes Matter *Be sure to use the chapter module

opening, videos, & games





AIR Practice Site



resources.





resources as well as Defined Stem

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. 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. 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 and estimation strategies including rounding.


Topics &

Standards

Quarter

4

Key Concepts & Vocabulary

Conductor, Energy ,Heat, Insulator, Temperature, Transformation PHYSICAL SCIENCE (4.PS.2) (weeks 1-4) Energy can be transformed from one form to another or can be transformed from one location to another.

Observe situations, conduct demonstrations and record data about the energy transfer from hot objects to cold objects as heat, resulting in a temperature change.

Make predictions about the heat conductivity of different materials.

Key Concepts & Vocabulary

Electricity, Electrical, Conductivity, Electrical Conductor, Electrical Insulator. Electrical Circuit, Electrical Energy, Energy Transfer, Flow, Forms of Energy (Light, heat, sound and motion), Magnetism PHYSICAL SCIENCE (4.PS.2) (weeks 5-9) Energy can be transformed from one form to another or can be transferred from one location to another.

Demonstrate and explain that electric circuits require a complete loop of conducting materials through which electrical energy can be transferred.

Demonstrate and explain how electrical energy in circuits can be transformed to other forms of energy, including light, heat, sound and motion.

Demonstrate and explain that when a wire conducts electricity, the wire has magnetic properties and can push and/or pull magnets.

Time

Frame

Curriculum

Units with

Assessment

(Evidence))

Opportunities

for

Integration

Resources

(Curriculum

/Textbook)

Technology, Other/

Differentiation

(Q-4)

Weeks 27-

31

UBD Framework Unit:

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing


Module: Types of Energy

Lesson: Types of Energy

Transfer


• Heat Transmission: Conduction, Convection,

Radiation [2:35] • Basics of Physics: Exploring Heat - The following clips:

Heat and Temperature [2:30]



PHYSICAL SCIENCE (4.PS.2) Energy can be transformed from one form to another or can be transformed from one location to another.

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit



Defined Stem

inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.7 Conduct short research projects that build knowledge through investigation

Lesson: Transfer of Energy by Electricity

Lesson: Transfer of Energy by

Light


games

• Temperature Scales [3:27] • Measuring Heat [3:27]

• Heat Transfer [2:18] • Warm to Cold: The Movement of Heat [1:47]



AIR Practice Site

*Be sure to use the Inspiring All Students for

differentiation which is located under lesson plan using online resources.




of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. 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. 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 and estimation strategies including rounding.


(Q-4)

Weeks 32-

36

PHYSICAL SCIENCE (4.PS.2) Energy can be transformed from one form to another or can be transferred from one location to another.

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit



Defined Stem

ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2 Write informative/explanatory texts to examine a topic and convey


Module: Types of Energy

Lesson: Types of Energy Transfer

Lesson: Transfer of Energy by

Electricity

Lesson: Transfer of Energy by Light


games


www.discoveryeducation.com • Electricity and Magnetism: Current Electricity(16:58)

• Hot Line: All About Electricity (15:00) •A First Look: Electricity ( 2 0 :0 0 )

Websites/Simulations

• • Resource for Electricity

http://www.southerncompany.com/learningpower/images/h204kids.swf

Static Electricity

http://phet.colorado.edu/en/simulation/balloons http://phet.colorado.edu/en/simulation/travoltage

Circuits http://phet.colorado.edu/en/simulation/circuit-

construction-kit-ac-virtual-lab http://www.bbc.co.uk/schools/podsmission/electricity

Circuits, Conductors and Insulators

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml Lemon Battery

http://www.bbc.co.uk/schools/podsmission/electricity/pod.shtml

Electromagnet http://phet.colorado.edu/en/simulation/magnets-and-

electromagnets Magnets and Electromagnets http://www.fossweb.com/modules3-

6/MagnetismandElectricity/index.html




http://phet.colorado.edu/en/simulation/travoltage

http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac-virtual-lab

http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac-virtual-lab

http://www.bbc.co.uk/schools/podsmission/electricity



http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html

http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html


ideas and information clearly. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics MP.2 Reason abstractly and quantitatively

Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-s-New-

LearningStandards/Science

AIR Practice Site

*Be sure to use the Inspiring All Students for differentiation which is located under lesson plan

using online resources.




MP.4 Model with mathematics. 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. 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 and estimation strategies including rounding.

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