fourth grade math curriculum guide 2020-2021 department of

Fourth Grade Math Curriculum Guide 2020-2021 Department of Teaching & Learning

First Quarter Second Quarter

Weeks 1-2

Week 3

Week 4

Week 5

Weeks 6-7

Week 8-9

Procedure/Accountable Talk/Number Talks

NBT2/Place Value: Read/Word/Expanded/Compare

NBT1-2/Place Value: 10 times greater to right

NBT3/Place Value: Rounding

NBT4/Fluently Add and Subtract within 1,000,000,000

OA3/Multistep Word Problems

Multiplication: OA1/interpret-OA2/Multiplicative - Additive NBT5 array/1x1/Area Model-OA3/Multistep Word Problems NBT5/Multiplication: 2x2/area model/ Partial Products OA3/Multistep Word Problems

Week 1 Week 2 Week 3 Weeks 4-5 Week 6 Week 7 Week 8

NBT6/Division: Investigate/Interpret Remainders NBT6/Division: Distributive Property/Repeated Subtraction/Partial Quotient NBT6/Division: Place Value/Divide by 1 Digit OA3/Multistep Word Problems OA4/Factors/Multiples OA5/Patterns NF1/Fractions: Equivalent NF2/Fractions: Compare NF3a-b/Fractions: adding and subtracting

Third Quarter Fourth Quarter

Week 1

Week 2

Weeks 3-4

Week 5-6

Week 7-8

Week 9-10

NF3c-d/ Fractions: adding and subtracting mixed numbers NF4a-c/Fractions: Multiply Fractions by Whole Numbers NF5/Fractions: Denominators 10 & 100, NF6-7/Decimals: Write and Compare Geometry: G1/Lines G2/Classify G3/Symmetry Measurement & Data: MD5/Angles Degrees MD6/Draw Angles MD7/Join and Separate Angles Measurement & Data: MD1/MD2/Customary & Metric MD4/Line Plots

Weeks 1-2

Weeks 3-4

Weeks 5-6

Weeks 7-9

Measurement & Data: MD3/Area & Perimeter Review and Practice for TNReady TNReady Skills and Practice Review Projects: Black-Footed Ferret, Fundraiser, and Creating Cars Extend and Practice “Getting Ready for 5th Grade” Skills Add/Subtract Dollars and Cents Order of Operations Model Division with 2-Digit Divisors Rounding Decimals, and Place Value Through Millions Add/Subtract Related Fractions Locate Points on a Grid Multiply Three Factors

Fourth Grade Math Curriculum Guide 2020-2021 Department of Teaching & Learning

Fourth Grade Pacing Guide

Notes: *OA1 Interpret Multiplication Sentences can be integrated into Math Number Talks starting Q1 week 6. *OA2 multiplicative and additive sentences can be integrated into Math Number Talks starting Q1 week 7. *OA3 Multi-Step Word problems can be addressed ALL YEAR LONG. *OA4 Factors & Multiples can be integrated with lessons during Q1 and Q2 with lessons for NBT5 and NBT6. *OA5 Generating and interpreting patterns can be integrated into Math Number Talks for practice & review all year long.

• Ensure that instruction meets the rigor called for by the standard. To help with this, use the Instructional Focus Documents (Use the dropdown to choose what grade-level) and the Go Math Guidance Documents

https://www.tn.gov/education/instruction/academic-standards/mathematics-standards.html

https://achievethecore.org/page/2853/go-math-k-5-guidance-documents

First Nine Weeks

TN Standards The Major Work of the Grade for TN

Assessments are bolded and in italics.

Learning Outcomes

Content

Weeks 1 and 2: Procedures/Accountable Talk/Number Talks/Mathematical Practices 4.NBT.A.2 Place Value: “Read, Write, and Compare Numbers”

4.NBT.A.2 Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multi-digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Learning Targets:

• I can read and write a multi-digit number in word form, base-ten numerals, and expanded form.

• I can compare two multi-digit numbers using place value and record the comparison using symbols >, <, and =.

Essential Questions: 1. How can you read and write numbers through hundred thousands? 2. How can you compare and order numbers?


Instructional Focus Documents Go Math K-5 Guidance Documents

Go Math! Chapter 1: Place Value, Addition, and Subtraction to One Million Lesson 1.2: Read and Write Numbers Lesson 1.3: Compare and Order Numbers

Vocabulary: hundreds, inverse operations, ones, tens, ten thousands, thousands, estimate, expanded form, period, round, standard form, word form Mathematical Practices Focus MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP7 Look for and make use of structure. Instructional Tasks: Engage NY Module 1: Topic B https://www.engageny.org/resource/grade-4-mathematics Mathematical Practice Posters http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-

World-Class-Standards/Transition/EIA-CCSS/ScarpelliD-MP_ICanStatements.pdf

**Math Instructional Focus Document** TN Math Focus Documents https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources (number talk resources available here) https://fourthgrademathteachersintn.blogspot.com/

Fourth Grade Mathematics Curriculum Map, 1st Nine Weeks 2020-2021





https://www.tn.gov/content/dam/tn/education/standards/math/Standards_Support_grade_1_Mathematics.pdf


https://www.engageny.org/resource/grade-4-mathematics

http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Standards/Transition/EIA-CCSS/ScarpelliD-MP_ICanStatements.pdf






https://fourthgrademathteachersintn.blogspot.com/

First Nine Weeks

TN Standards Learning Outcomes Content Week 3: 4.NBT.A.1 Place Value: “10 Times Greater to the Right”

4.NBT.A.1 Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700.

Learning Targets:

• I know multiplying by 10 increases a number's value and shifts its place one position to the left.

• I can explain the relationship of the place value positions in whole numbers to one million.

Essential Questions: 1. How can you describe the value of a digit? 2. How can you rename a whole number?

Go Math! Chapter 1: Place Value, Addition, and Subtraction to One Million Lesson 1.1: Model Place Value Relationships Lesson 1.5: Investigate-Rename Numbers

Vocabulary: digit, place value, regroup Mathematical Practices Focus MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP6 Attend to precision. MP7 Look for and make use of structure. Instructional Tasks: Engage NY Module 1 Topic A https://www.engageny.org/resource/grade-4-mathematics

**Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






First Nine Weeks

TN Standards Learning Outcomes Content Week 4: 4.NBT.A.3 Place Value: “Rounding”

4.NBT.A.3 Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.

Learning Targets:

• I can explain how to use place value and what digits to look for in order to round a multi-digit number.

• I can use the value of the digit to the right of the place to be rounded to determine whether to round up or down.

• I can write a multi-digit number rounded to any given place.

Essential Questions: 1. How can you round numbers?

Go Math! Chapter 1: Place Value, Addition, and Subtraction to One Million Lesson 1.4: Round Numbers

Vocabulary: estimate, round Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP5 Use appropriate tools strategically. MP7 Look for and make use of structure. Instructional Tasks: Engage NY Module 1 Topic C https://www.engageny.org/resource/grade-4-mathematics







First Nine Weeks

TN Standards Learning Outcomes Content Week 5: 4.NBT.B.4 “Fluently Add and Subtract”

4 NBT.B.4 Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.

4.OA.A.3 Solve multi-step contextual 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.

Learning Targets

• I can use mental math or estimation strategies to check if my answer is reasonable.

• I can connect the standard algorithm for addition and subtraction to strategies based on place value and/or non-standard algorithms.

• I can check my answer for reasonableness. Essential Questions: 1. How can you add whole numbers? 2. How can you subtract whole numbers? 3. How can you use the strategy “draw a diagram” to solve comparison problems with addition and subtraction?

Go Math! Chapter 1: Place Value, Addition, and Subtraction to One Million Lesson 1.6: Add Whole Numbers Lesson 1.7: Subtract Whole Numbers Lesson 1.8: Problem Solving-Comparison Problems with Addtition & Subtraction

Vocabulary: addend, addition, difference Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 1 Topic D, Topic E, Topic F https://www.engageny.org/resource/grade-4-mathematics







First Nine Weeks

TN Standards Learning Outcomes Content Weeks 6 and 7: 4.NBT.B.5 “Multiplication/Comparison/1x1/Array/Area Models”

4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.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.2 Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B

Learning Targets:

• I understand the properties of multiplication.

• I can interpret and use visual models for multiplication.

• I can explain the strategy I used to solve a multiplication problem.

• I can show my thinking by creating rectangular arrays.

• I can show my thinking by creating area models.

• I can write an equation for a model of a multiplication problem.

• I can tell which quantity is being multiplied and which number tells how many times.

• I can explain how a multiplication equation (e.g., 35=7 x 5) can be interpreted as a comparison (e.g., Johnny has 5 times as many cards as Bill who has 7 cards.)

• I can write and equation for a situation involving multiplicative comparison.

Essential Questions: 1.How can you model multiplication comparisons? 2. How does a model help you solve a comparison problem? 3. How does understanding place value help you multiply tens, hundreds, and thousands? 4. How can you estimate products by rounding and determine if exact answers are reasonable?

Go Math! Chapter 2: Multiply by 1-Digit Numbers Lesson 2.1 Multiplication Comparisons Lesson 2.2 Comparison Problems Lesson 2.3 Multiply Tens, Hundreds, and Thousands Lesson 2.5 Multiply Using the Distributive Property Lesson 2.6 Multiply Using Expanded Form Lesson 2.7 Multiply Using Partial Products Lesson 2.8 Multiply using Mental Math Lesson 2.9 Problem Solving-Multistep Multiplication Problems Lesson 2.10 Multiply 2-Digit Numbers with Regrouping Lesson 2.11 Multiply 3-Digit and 4-Digit Numbers with Regrouping Lesson 2.12 Solve Multistep Problems Using Equations Vocabulary: distributive property, estimate, factor, partial product, place value, product, regroup, round. Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 3 Topic B, Topic C, Topic D https://www.engageny.org/resource/grade-4-mathematics



has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison. 4.OA.A.3 Solve multi-step contextual 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 quality. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

5. How can you use the Distributive Property to multiply a 2-digit number by a 1-digit number? 6. How can you use expanded form to multiply a multi-digit number by a 1-digit number? 7. How can you use place value and partial products to multiply by a 1-digit number? 8. How can you use mental math and properties to help you multiply numbers? 9. When can you use the draw a diagram strategy to solve a multistep multiplication problem? 10. How can you use regrouping to multiply a 2-digit number by a 1-digit number? 11. How can you use regrouping to multiply? 12. How can you represent and solve multistep problems using equations?

Math Instructional Focus Document https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/




First Nine Weeks

TN Standards Learning Outcomes Content Week 8 and 9: 4.NBT.B.5 “Multiplication 2x2/Area Models/Partial Products”

4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.A.3 Solve multi-step contextual 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 quality. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Learning Targets

• I understand the properties of multiplication.

• I can interpret and use visual models for multiplication.

• I can explain the strategy I used to solve a multiplication problem.

• I can show my thinking by creating area models.

• I can write an equation for a model of a multiplication problem.

Essential Questions: 1. What strategies can you use to multiply by tens? 2. What strategies can you use to estimate products? 3. How can you use area models and partial products to multiply 2-digit numbers? 4. How can you use place value and partial products to multiply 2-digit numbers? 5. How can you use regrouping to multiply 2-digit numbers? 6. How can you find and record products of two 2-digit numbers? 7. How can you use the strategy draw a diagram to solve multistep multiplication problems?

Go Math! Chapter 3: Multiply 2-Digit Number Lesson 3.1 Mutliply by Tens Lesson 3.2 Estimate Products (Optional) Lesson 3.3 Investigate-Area Models and Partial Products Lesson 3.4 Multiply Using Partial Products Lesson 3.5 Multiply with Regrouping Lesson 3.6 Choose a Multiplication Method Lesson 3.7 Problem Soving-Multiply 2-Digit Numbers Vocabulary: compatitble numbers, Associative Property of Multiplication, Commutative Property of Multiplication, estimate, partial product, product, regroup, multiply, whole number, strategy, place, value, properties of operations, equation, rectangular array, area model Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 3 Topic C, Topic H https://www.engageny.org/resource/grade-4-mathematics



Please NOTE: 1. Each chapter of Go Math has a Chapter Resource Book that contains reteach, enrich, and chapter tests as well as Performance Tasks available

to print out for use in your classrooms.

2. Student Go Math Editions contain Mid-Chapter Checkpoints, as well as Chapter Review/Test pages, which may be used at your discretion.

3. Each lesson contains a Journal Writing Prompt that can be used as an exit ticket or formative assessment piece of work.

4. Online resources are available for each chapter.

5. Engage New York modules and topics have been provided as extra resources to reach each standard.

6. A blog has been created for 4th Grade Math Teachers in TN to share resources and ideas:

Fourth Grade Math Teachers in TN Blog of Resources: https://fourthgrademathteachersintn.blogspot.com/ 7. iBooks have been created and shared for all of the NBT standards to use for reteach and review in your classroom.

The link to the shared OneDrive folder is: https://bartlettcityschool-my.sharepoint.com/:f:/g/personal/hsamuelson_bartlettschools_org/EozK_6pMu9xHonanqjnSwfkBNel2hOQmRO4sF-xcVu-LOw?e=VW82ZV

To access the Ed Toolbox website including the instructional tasks go to the Tennessee Tools link at:

http://www.edutoolbox.org/tntools

More Resources:

Textbook Online Resource: Go Math “Think Central”: https://www-k6.thinkcentral.com/ePC/start.do

Math Instructional Focus Document: https://www.tn.gov/content/dam/tn/education/standards/math/Standards_Support_grade_4_Mathematics.pdf

Assessment Tasks: http://www.edutoolbox.org/tntools/list/grade/819/961/4

Instructional Resources and Task Arcs: http://www.edutoolbox.org/tntools/list/grade/819/955/4 - 958

Worksheets for each standard sorted by grade level: http://www.commoncoresheets.com/SortedByGrade.php

Illustrative Math Tasks Website: https://www.illustrativemathematics.org/content-standards/4

Study Jams Website: http://studyjams.scholastic.com/studyjams/jams/math/index.htm

Math Antics Website: https://www.mathantics.com/

Fourth Grade Math Suggestions in Children’s Literature Grandfather Tang's Story by Ann Tompert

The Greedy Triangle by Marilyn Burns

The Patchwork Quilt by Valerie Flournoy

Sweet Clara and the Freedom Quilt by Deborah Hopkinson

Anno's Magic Seeds by Mitsumasa Anno


https://bartlettcityschool-my.sharepoint.com/:f:/g/personal/hsamuelson_bartlettschools_org/EozK_6pMu9xHonanqjnSwfkBNel2hOQmRO4sF-xcVu-LOw?e=VW82ZV


https://www-k6.thinkcentral.com/ePC/start.do


http://www.edutoolbox.org/tntools/list/grade/819/961/4

http://www.edutoolbox.org/tntools/list/grade/819/955/4#958

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

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

http://studyjams.scholastic.com/studyjams/jams/math/index.htm

https://www.mathantics.com/

Second Nine Weeks



Learning Outcomes The Major Work of the Grade for TN


Content Ensure that instruction meets the rigor called for by the standard. To help with this, use the Instructional Focus Documents (Use the dropdown to choose what grade-level) and the Go Math Guidance Documents

Week 1: 4.NBT.B.6 Division: “Investigating and Interpreting Remainders”

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. 4.OA.A.3 Solve multi-step contextual 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 quality. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Learning Targets: • I can explain the strategy I used to find the

quotient. • I can interpret the remainder in a division

problem.

• I can explain the relationship between multiplication and division.

• I can demonstrate division of a multi-digit number by a one-digit number using place value, rectangular arrays, and area model.

• I can solve division of a multi-digit number by a one-digit number, using properties of operations and equations.

• I can check my answer for reasonableness.

• I can explain my chosen strategy. Essential Questions: 1. How can you use multiples to estimate quotients? 2. How can you use models to divide whole numbers that do not divide evenly? 3. How can you use remainders in division problems? 4. How can you divide numbers through thousands by whole numbers to 10? 5. How can you use compatible numbers to estimate quotients?

Go Math! Chapter 4: Divide by 1-Digit Numbers Lesson 4.1 Estimate Quotients Using Multiples (Optional) Lesson 4.2 Remainders Lesson 4.3 Interpret the Remainder Lesson 4.4 Divide Tens, Hundreds, and Thousands Lesson 4.5 Estimate Quotiens Using Compatible Numbers (Optional)

Vocabulary: compatible numbers, Distributive Property, dividend, divisor, multiple, partial quitient, quotient, remainder Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 3 Topic E, Topic G https://www.engageny.org/resource/grade-4-mathematics Mathematical Practice Posters


Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/

Fourth Grade Mathematics Curriculum Map, 2nd Nine Weeks 2020-2021








Second Nine Weeks

TN Standards Learning Outcomes Content Week 2: 4.NBT.B.6 Division: “Distributive Property/Repeated Subtraction/Partial Quotient”

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.

Learning Targets: • I can explain the strategy I used to find the

quotient. • I can interpret the remainder in a division

problem.

• I can explain the relationship between multiplication and division.

• I can demonstrate division of a multi-digit number by a one-digit number using place value, rectangular arrays, and area model.

• I can solve division of a multi-digit number by a one-digit number, using properties of operations and equations.

• I can check my answer for reasonableness.

• I can explain my chosen strategy.

Essential Questions: 1. How can you use the Distributive Property to find quotients? 2. How can you use repeated subtraction and multiples to find quotients? 3. How can you use partial quotients to divide by 1-digit divisors?

Go Math! Chapter 4: Divide by 1-Digit Numbers Lesson 4.6 Division and the Distributive Property Lesson 4.7 Divide using Repeated Subtraction Lesson 4.8 Divide Using Partial Quotients

Vocabulary: compatible numbers, Distributive Property, dividend, divisor, multiple, partial quitient, quotient, remainder Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 3 Topic E, Topic G https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Second Nine Weeks

TN Standards Learning Outcomes Content Week 3: 4.NBT.B.6 Division: “Place Value/Divide by 1 Digit”

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. 4.OA.A.2 Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.

Learning Targets: I can explain the strategy I used to find the quotient. I can interpret the remainder in a division problem. I can explain the relationship between multiplication and division. I can demonstrate division of a multi-digit number by a one-digit number using place value, rectangular arrays, and area model. I can solve division of a multi-digit number by a one-digit number, using properties of operations and equations. I can check my answer for reasonableness. I can explain my chosen strategy. Essential Questions: 1. How can you use base-ten blocks to model division with regrouping? 2. How can you use place value to know where to place the first digit in the quotient? 3. How can you divide multi-digit numbers and check your answers? 4. How can you use the strategy draw a diagram to solve multistep division problems?

Go Math! Chapter 4: Divide by 1-Digit Numbers Lesson 4.9 Model Division with Regrouping Lesson 4.10 Place the First Digit Lesson 4.11 Divide by 1-Digit Numbers Lesson 4.12 Multistep Division Problems

Vocabulary: compatible numbers, Distributive Property, dividend, divisor, multiple, partial quitient, quotient, remainder Mathematical Practices Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 3 Topic E, Topic G https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Second Nine Weeks

TN Standards Learning Outcomes Content Weeks 4 and 5: 4.OA.4/4.OA.5 “Factors/Multiples/Patterns”

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. 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.

Learning Targets:

• I can find factor pairs for whole numbers from 1-100.

• I can determine whether a whole number is a multiple of a given 1-digit number.

• I can determine if a number is prime or composite.

• I can use a letter or symbol to replace an unknown number in an expression.

• I can write a simple mathematical expression using numbers and letters or symbols for word statements.

• I can find patterns in word statements of expressions.

• I can generate a pattern that follows a given rule.

• I can identify and explain additional patterns or special behaviors in a pattern that go beyond the given rule.

Essential Questions: 1. How can you use models to find factors? 2. How can you tell whether one number is a factor of another number? 3. How can you use the make a list strategy to solve problems with common factors? 4. How are factors and multiples related? 5. How can you tell whether a number is prime or composite? 6. How can you make and describe patterns?

Go Math! Chapter 5: Factors, Multiples, and Patterns Lesson 5.1 Model Factors (OA4) Lesson 5.2 Factors and Divisibilty (OA4) Lesson 5.3 Common Factors (OA4) Lesson 5.4 Factors and Multiples (OA4) Lesson 5.5 Prime and Composite Numbers (OA4) Lesson 5.6 Number Patterns (OA5)

Vocabulary: common factor, common multiple, composite number, divisible, factor, pattern, prime number, term Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. Instructional Tasks: Engage NY Module 3 Topic F Module 5 Topic H https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Second Nine Weeks

TN Standards Learning Outcomes Content Week 6: 4.NF.A.1 Fractions: “Equivalent Fractions”

4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction a x n/ b x n or a ÷ n / b ÷ n by using visual fraction models, with attention to how the number and size of the parts differ, even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For example, 3/4 = 3 x 2/4 x 2 = 6/8.

Learning Targets:

• I can explain why fractions are equivalent using models.

• I can generate equivalent fractions by multiplying or dividing the numerator and denominator by the same number.

• I can use a visual model to demonstrate that two fractions are equivalent when the denominators are the same.

• I can use a visual model to demonstrate that two fractions are equivalent when the denominators are different.

Essential Questions: 1. How can you use models to show equivalent fractions? 2. How can you use multiplication to find equivalent fractions? 3. How can you write a fraction as an equivalent fraction in simplest form? 4. How can you write a pair of fractions as fractions with a common denominator? 5. How can you use the strategy make a table to solve problems using equivalent fractions?

Go Math! Chapter 6: Fraction Equivalence and Comparison Lesson 6.1 Equivalent Fractions Lesson 6.2 Generate Equivalent Fractions Lesson 6.3 Simplest Form Lesson 6.4 Common Denominators Lesson 6.5 Find Equivalent Fractions

Vocabulary: benchmark, common denominator, denominator, equivalent fractions, fraction, multiple, numerator, simplest form Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 5 Topic B https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Second Nine Weeks

TN Standards Learning Outcomes Content Week 7: 4.NF.A.2 Fractions: “Comparing Fractions”

4.NF.A.2 Compare two fractions with different numerators and different denominators by creating common denominators or common 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. Use the symbols >, =, < to show the relationship and justify the conclusions.

Learning Targets

• I can compare two given fractions by generating equivalent fractions with common denominators.

• I can compare two fractions by comparing them to benchmark fractions.

• I can recognize that comparisons are valid only when the two fractions refer to the same whole.

• I can use symbols to compare fractions and justify my answer.

Essential Questions: 1. How can you use benchmarks to compare fractions? 2. How can you compare fractions? 3. How can you order fractions?

Go Math! Chapter 6: Fraction Equivalence and Comparison Lesson 6.6 Compare Fractions Using Benchmarks Lesson 6.7 Compare Fractions Lesson 6.8 Compare and Order Fractions

Vocabulary: benchmark, common denominator, denominator, equivalent fractions, fraction, multiple, numerator, simplest form Mathematical Practice Focus MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP6 Attend to precision. MP7 Look for and make use of structure. Instructional Tasks: Engage NY Module 5 Topic C https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Second Nine Weeks

TN Standards Learning Outcomes Content Week 8: 4.NF.B.3a-d Fractions: “Add and Subtract Fractions”

4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b. For example, 4/5 = 1/5 + 1/5 + 1/5 + 1/5. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 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), recording each decomposition by an equation. Justify decompositions by using a visual fraction model. c. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction. d. Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Learning Targets:

• I can understand that adding fractions means to join parts relating to the same whole.

• I can understand that subtraction means to separate parts relating to the same whole.

• I can decompose a fraction in more than one way, using addition.

• I can use a visual model to decompose a fraction in more than one way.

Essential Questions: 1. When can you add or subtract parts of a whole? 2. How can you write a fraction as a sum of fractions with the same denominators? 3. How can you add fractions with like denominators using models? 4. How can you subtract fractions with like denominators using models? 5. How can you add and subtract fractions with like denominators? 6. How can you rename mixed numbers as fractions greater than 1 and rename fractions greater than 1 as mixed numbers?

Go Math! Chapter 7: Add and Subtract Fraction Lesson 7.1 Add and Subtract Parts of a Whole (NF3a) Lesson 7.2 Write Fractions as Sums (NF3b) Lesson 7.3 Add Fractions Using Models (NF3d) Lesson 7.4 Subtract Fractions Using Models (NF3d) Lesson 7.5 Add and Subtract Fractions(NF3d)

Vocabulary: Associative Property of Addition, Commutative Property of Addition, denominator, fractions, mixed number, numerator, simplest form, unit fraction Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY Module 5 Topic A, Module 5 Topic D, Module 5 Topic E, Topic F https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/















To access the Ed Toolbox website including the instructional tasks go to the Tennessee Tools link at:


More Resources:



Assessment Tasks: http://www.edutoolbox.org/tntools/list/grade/819/961/4

Intructional Resources and Task Arcs: http://www.edutoolbox.org/tntools/list/grade/819/955/4 - 958





Fourth Grade Math Suggestions in Children’s Literature Grandfather Tang's Story by Ann Tompert










http://www.edutoolbox.org/tntools/list/grade/819/961/4

http://www.edutoolbox.org/tntools/list/grade/819/955/4#958





Third Nine Weeks

TN Standards Learning Outcomes Content

Week 1: 4.NF.B.3a-d Fractions: “Add and Subtract Mixed Numbers”

4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b. For example, 4/5 = 1/5 + 1/5 + 1/5 + 1/5. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 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), recording each decomposition by an equation. Justify decompositions by using a visual fraction model. c. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction. d. Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Learning Targets:

• I can add and subtract mixed numbers when the denominator is the same.

• I can replace a mixed number with an equivalent fraction.

• I can solve word problems with fractions that have the same denominator.

• I can use the four operations to solve measurement word problems.

• I can solve word problems involving various measurements expressed by whole numbers, fractions, and decimals

Essential Questions: 1. How can you rename mixed numbers as fractions greater than 1 and rename fractions greater than 1 as mixed numbers? 2. How can you add and subtract mixed numbers with like denominators? 3. How can you rename a mixed number to help you subtract? 4. How can you add fractions with like denominators using the properties of addition? 5. How can you use the strategy act it out to solve multistep problems with fractions?

Ensure that instruction meets the rigor called for by the standard. To help with this, use the Instructional Focus Documents (Use the dropdown to choose what grade-level) and the Go Math Guidance Documents

Go Math! Chapter 7: Add and Subtract Fraction Lesson 7.6 Rename Fractions and Mixed Numbers (NF3b) Lesson 7.7 Add and Subtract Mixed Numbers (NF3c) Lesson 7.8 Subtraction with Renaming (NF3c) Lesson 7.9 Fractions and Properties of Addition (NF3c) Lesson 7.10 Multistep Fraction Problems (NF3d)

Vocabulary: Associative Property of Addition, Commutative Property of Addition, denominator, fractions, mixed number, numerator, simplest form, unit fraction Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 5 Topic F Module 2 Topic A, Topic B **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/

Fourth Grade Mathematics Curriculum Map, 3rd Nine Weeks 2020-2021









4.MD.A.2 Solve one - or two-step real-world problems involving whole number measurements with all four operations within a single system of measurement including problems involving simple fractions.

Third Nine Weeks



Learning Outcomes The Major Work of the Grade for TN Assessments

are bolded and in italics.

Content

Week 2: 4.NF.B.4a-c. Fractions: “Multiplying Fractions by Whole Numbers”

4.NF.B.4 Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction. a. 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 of 5 x 1/4, recording the conclusion by the equation 5/4 = 5 x 1/4. b. Understand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a whole number by a fraction. For example, use a visual fraction model to express 3 x 2/5 as 6 x 1/5, recognizing this product as 6/5. (In general, n x a/b = (n x a) / b = (n x a) x 1/b.) c. Solve contextual problems involving multiplication of a whole number by a fraction (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 4 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Learning Targets:

• I can understand that multiplication is repeated addition.

• I can multiply a whole number by a fraction.

• I can use a visual model to represent the product of a whole number and fraction.

• I can use my understanding of multiples to multiply a whole number by a fraction (3 x 2/5 = 6 x 1/5).

• I can solve word problems that involve multiplying a whole number by a fraction.

• I can determine between which two whole numbers my answer lies.

Essential Questions: 1. How can you write a fraction as a product of a whole number and a unit fraction? 2. How can you write a product of a whole number and a fraction as a product of a whole number and a unit fraction? 3. How can you use a model to multiply a fraction by a whole number? 4. How can you multiply a fraction by a whole number to solve a problem?

Go Math! Chapter 8: Multiplying Fractions by Whole Numbers Lesson 8.1 Mutliples of Unit Fractions (NF4a) Lessons 8.2 Mutliples of Fractions NF4b) Lessons 8.3 Multiply a Whole Number by a Fraction Using Models (NF4b) Lesson 8.4 Multiply a Fraction or Mixed Number by a Whole Number

(NF4c) Lesson 8.5 Problem Solving-Comparison Problems with Fractions (NF4c)

Vocabulary: compare, decimal, decimal point, equivalent decimals, equivalent fractions, hundredth, tenth, whole Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP5 Use appropriate tools strategically. Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 5 Topic G **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Third Nine Weeks





Content

Week 3 and 4: 4.NF.C.5 Fractions: “Denominators 10 & 100” 4.NF.C.6-7 Decimals: “Write and Compare”

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 as 30/100 and add 3/10 + 4/100 = 34/100. 4.NF.C.6 Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line. 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 same whole. Use the symbols >, =, or < to show the relationships and justify the conclusions.

Learning Targets:

• I can express a fraction with 10 as a denominator as an equivalent fraction with 100 as the denominator.

• I can add two fractions with 10 and/or 100 as the denominators.

• I can read decimals for fractions with 10 and/or 100 as the denominator.

• I can write decimals for fractions with 10 and/or 100 as the denominator.

• I can read decimals for fractions with 10 and/or 100 as the denominator.

• I can write decimals for fractions with 10 and/or 100 as the denominator.

• I can explain that comparing two decimals is valid only when they refer to the same whole.

• I can compare and order decimals to the hundredths place.

• I can recognize that comparisons are only valid when they refer to the same whole.

• I can justify the comparisons of the value of the decimals.


• I can solve word problems involving various measurements expressed by whole numbers, fractions, and decimals.

Go Math! Chapter 9: Fractions and Decimals Lesson 9.1 Relate Tenths and Decimals (NF6) Lesson 9.2 Relate Hundredths and Decimals (NF6) Lesson 9.3 Equivalent Fractions and Decimals (NF5) Lesson 9.4 Relate Fractions, Decimals, and Money (NF6) Lesson 9.5 Problem Solving: Money (MD2) Lesson 9.6 Add Fractional Parts of 10 and 100 (NF5) Lesson 9.7 Compare Decimals (NF7)

Vocabulary: compare, decimal, decimal point, equivalent decimals, equivalent fractions, hundredth, tenth, whole Mathematical Practice Focus MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 6 Topic A, Topic B, Topic C, Topic D, Topic E



4.MD.A.2 Solve one-or two-step real-world problems involving whole number measurements with all four operations within a single system of measurement including problems involving simple fractions.

Essential Questions: 1. How can you record tenths as fractions and decimals? 2. How can you record hundredths as fractions and decimals? 3. How can you record tenths and hundredths as fractions and decimals? 4. How can you relate fractions, decimals, and money? 5. How can you use the strategy act it out to solve problems that use money? 6. How can you add fractions when the denominators are 10 or 100? 7. How can you compare decimals?










Third Nine Weeks





Content

Weeks 5 and 6: 4.G.A.1/2/3 Geometry: “Lines, Classification, and Symmetry” 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.A.2 Classify two-dimensional figures based on the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 4.G.A.3 Recognize and draw lines of symmetry for two-dimensional figures. 4.OA.A.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.

Learning Targets:

• I can identify and draw an example of a point, line, line segment, ray, right angle, acute angle, obtuse angle, straight angle, reflex angle, perpendicular lines, and parallel lines.

• I can classify two-dimensional figures based on the lines and angles of that figure.

• I can identify and recognize right triangles.

• I can recognize lines of symmetry for 2D figures.

• I can draw lines of symmetry for 2D figures. Essential Questions: 1. How can you identify and draw points, lines, line segments, rays, and angles? 2. How can you classify triangles by the size of their angles? 3. How can you identify and draw parallel lines and perpendicular lines? 4. How can you sort and classify quadrilaterals? 5. How can you check if a shape has line symmetry? 6. How do you find lines of symmetry? 7. How can you use the strategy act it out to solve pattern problems?

Go Math! Chapter 10: Two-Dimensional Figures Lesson 10.1 Lines, Rays, and Angles (G1) Lesson 10.2 Classify Triangles by Angles (G2) Lesson 10.3 Parallel Lines and Perpendicular Lines (G1) Lesson 10.4 Classify Quadrilaterals (G2) Lesson 10.5 Line Symmetry (G3) Lesson 10.6 Find and Draw Lines of Symmetry (G3) Lesson 10.7 Problem Sovling Shape Patterns (OA5)

Vocabulary: perpendicular lines, point, rectangle, rhombus, right angle, square, straight angle, trapezoid Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning.

Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 4 Topic A, Topic D **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources




Fourth Nine Weeks





Content

Weeks 7 and 8: Measurement: 4.MD.C.5a-b “Angles” 4.MD.6 “Draw Angles” 4.MD.7 “Additive Angles” 4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common end point, and understand concepts of angle measurement. a. Understand that 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. b. Understand that an angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees and represents a fractional portion of the circle. 4.MD.C.6 Measure angles in whole number degrees using a protractor. Sketch angles of specified measure. 4.MD.C.7 Recognize angle measure as additive.

Learning Targets:

• I can understand that angles are formed wherever two rays share a common end point.

• I can understand concepts of angle measurement.

• I can understand that an angle is measured with reference to a circle with its center at the common end point of the rays.

• I can consider the fraction of a circular arc between the points where two rays intersect a circle.

• I can understand that an angle that turns through 1/360 of a circle is called a "one-degree angle and can be used to measure angles.

• I can understand that an angle that turns through n one-degree angles, it represents a fractional portion of the circle.

• I can measure angles using a protractor.

• I can draw angles of a specified measure.

• I can recognize angles measure as additive.

• I can solve addition and subtraction problems to find unknown angles on a diagram in real world and math problems by using an equation with a symbol for the unknown angle measure.

Essential Questions: 1. How can you relate angles and fractional parts of a

Go Math! Chapter 11: Angles Lesson 11.1 Angles and Fractional Parts of a Circle (MD5a) Lesson 11.2 Degrees (MD5a-b) Lesson 11.3 Measure and Draw Angles (MD6) Lesson 11.4 Join and Separate Angles (MD7) Lesson 11.5 Problem Solving Unknown Angle Measures (MD7)

Vocabulary: acute angle, clockwise, counterclockwise, degree, protractor, ray, right angle, vertex Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 4 Topic B **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/

• Ensure that instruction meets the rigor called





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).

circle? 2. How are degrees related to fractional parts of a circle? 3. How can you use a protractor to measure and draw angles? 4. How can you determine the measure of an angle separated into parts? 5. How can you use the strategy draw a diagram to solve angle measurement problems?

for by the standard. To help with this, use the Instructional Focus Documents (Use the dropdown to choose what grade-level) and the Go Math Guidance Documents

Fourth Grade Mathematics Curriculum Map, 4th Nine Weeks 2020-2021



Fourth Nine Weeks





Content

Weeks 9 and 10: 4.MD.C.1/2 Measurement: “Customary and Metric” 4.MD.C.4 “Line Plots” 4.MD.A.1 Measure and estimate to determine relative sizes of measurement units within a single system of measurement involving length, liquid volume, and mass/weight of objects using customary and metric units. 4.MD.A.2 Solve one - or two-step real-world problems involving whole number measurements with all four operations within a single system of measurement including problems involving simple fractions. 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). Use operations on fractions for this grade to solve problems involving 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.

Learning Targets:

• I can describe the relative size of measurement units (e.g., km, m, cm, kg, g, lb., oz., ml, hr., sec.)

• I can estimate to determine relative sizes of measurement units.


• I can solve word problems involving various measurements expressed by whole numbers, fractions, and decimals.

• I can display data on a line plot.

• I can interpret the information on a line plot.

• I can make a line plot to show data gathered as fractions of a unit.

• I can solve problems using information from line plots.

• I can use addition of fractions displayed in a line plot to solve problems.

• I can use subtraction of fractions displayed in a line plot to solve problems.

Essential Questions:

Go Math! Chapter 12: Relative Sizes of Measurement Units Lesson 12.1 Measurement Benchmarks (MD1) Lesson 12.2 Customary Units of Length (MD1) Lesson 12.3 Customary Units of Weight (MD1) Lesson 12.4 Customary Units of Liquid Volume (MD1) Lesson 12.5 Line Plots (MD4) Lesson 12.6 Metric Units of Length (MD1) Lesson 12.7 Metric Units of Mass and Liquid Volume (MD1) Lesson 12.8 Units of Time (Optional) (MD1) Lesson 12.9 Problem Solving-Elapsed Time (Optional) (MD2) Lesson 12.10 Mixed Measures (MD2) Lesson 12.11 Patterns in Measurement Units (MD1)

Vocabulary: cup, fluid ounce, gallon, half gallon, kilometer, liquid volume, mile, milliliter, millimeter, ounce, pint, pound, quart, second, ton, line plot, number line, data, fraction, length, information Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning.

Please NOTE:

1. Each chapter of Go Math has a Chapter Resource Book that contains reteach, enrich, and chapter tests as well as Performance Tasks available


1. How can you use benchmarks to understand the relative sizes of measurement units? 2. How can you use models to compare customary units of length? 3. How can you use models to compare customary units of weight? 4. How can you use models to compare customary units of liquid volume? 5. How can you make and interpret line plots with fractional data? 6. How can you use models to compare metric units of length? 7. How can you compare metric units of mass and liquid volume? 8. How can you use models to compare units of time? 9. How can you use the strategy draw a diagram to solve elapsed time problems? 10. How can you solve problems involving mixed measures? 11. How can you use patterns to write number pairs for measurement units? 12. How can you make and interpret line plots with fractional data?

Instructional Tasks: Engage NY Module 2 Topic A, Topic B Module 5 Topic E https://www.engageny.org/resource/grade-4-mathematics **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/















To access the Ed Toolbox website including the instructional tasks go to the Tennessee Tools link at: http://www.edutoolbox.org/tntools

More Resources:



Assessment Tasks: https://www.edutoolbox.org/tntools/list/grade/819/6128/4

Instructional Resources and Task Arcs: https://www.edutoolbox.org/tntools/list/grade/819/6119/4#6120





YouTube Math Tutorials:

Fourth Grade Math Suggestions in Children’s Literature

Grandfather Tang's Story by Ann Tompert





Fourth Grade Blogs to follow for ideas and activity shares

Meg Anderson, “The Teacher Studio”, https://theteacherstudio.com/blog/

Jennifer Findley, “Teaching with Jennifer Findley” http://jenniferfindley.com/

Brittany Hege, “Mix and Math”, https://www.mixandmath.com/






https://www.edutoolbox.org/tntools/list/grade/819/6128/4

https://www.edutoolbox.org/tntools/list/grade/819/6119/4#6120





https://theteacherstudio.com/blog/

http://jenniferfindley.com/

https://www.mixandmath.com/

Third Nine Weeks





Content

Week 1 and 2: 4.MD.A.3 “Area and Perimeter”

4.MD.A.3 Know and 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

Learning Targets:

• I can explain the formula for area and perimeter to solve a problem.

• I can use the formulas for area and perimeter to solve contextual problems.

• I can find the width of a rectangular room given the area and the length.

Essential Questions: 1. How can you use a formula to find the perimeter of a rectangle? 2. How can you use a formula to find the area of a rectangle? 3. How can you find the area of combined rectangles? 4. How can you find an unknown measure of a rectangle given its area or perimeter? 5. How can you use the strategy solve a simpler problem to solve area problems?


Go Math! Chapter 13: Geometry, Measurement, and Data Lesson 13.1 Perimeter Lesson 13.2 Area Lesson 13.3 Area of Combined Rectangles (optional) Lesson 13.4 Find Unknown Measures Lesson 13.5 Problem Solving Find the Area Vocabulary: area, base, centimeter (cm), formula, height, meter (m), perimeter, square unit Mathematical Practice Focus MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning.

Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 3 Topic A, Topic H Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/








Fourth Nine Weeks





Content

Weeks 3-6: “Review, Practice, and Take TNReady” Review skills for State Math Assessment. Use these weeks to review and practice standards that administered CFAs and Benchmarks show your students need to spend extra time. Refer to 4th Grade Math Pacing Guide for a list of all tested standards.

Learning Targets:

• I can review and practice math skills from all the standards from the fourth grade curriculum.

• I can review and practice skills to help me show what I know and do my best on the State Math Assessment.

Go Math! Planning and Pacing Guide Review Project: The Black-Footed Ferret Pg. 42 Review Project: Fundraiser Pg. 44 Review Project: Creating Cars Pg. 46 Instructional Tasks: Engage NY https://www.engageny.org/resource/grade-4-mathematics Module 7 Topic D **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/






Fourth Nine Weeks





Content

Weeks 7-9: “Practice and Extend” Use the weeks after the TNReady testing to stretch your students toward extending their learning. 20 End-of-Year Lessons to help “Get Ready for Grade 5” with skills are listed in the Go Math! Planning and Pacing Guide starting on page 48.

Learning Targets:

• I can review and extend 4th grade Skills to prepare myself for learning in 5th grade next year.

• Ensure that instruction meets the rigor called

for by the standard. To help with this, use the Instructional Focus Documents (Use the dropdown to choose what grade-level) and the Go Math Guidance Documents

Go Math! Planning and Pacing Guide Lesson 1 Add Dollars and Cents Lesson 2 Subtract Dollars and Cents Lesson 3 Order of Operations Lesson 4 Divide by Multiples of Ten Lesson 5 Model Division with 2-Digit Divisors Lesson 6 Place Value Through Millions Lesson 7 Decimals and Place Value Lesson 8 Round Decimals Lesson 9 Place Value to Compare Decimals Lesson 10 Decompose Multiples of 10, 100, 1,000. Lesson 11 Number Patterns Lesson 12 Add Related Fractions Lesson 13 Subtract Related Fractions Lesson 14 Compare Fraction Products Lesson 15 Repeated Subtractions with Fractions Lesson 16 Fractions and Division Lesson 17 Locate Points on a Grid Lesson 18 Area and Tiling Lesson 19 Multiply Three Factors Lesson 20 Find Area of the Base **Math Instructional Focus Document** https://www.tn.gov/content/dam/tn/education/standards/math/ Standards_Support_grade_4_Mathematics.pdf Fourth Grade Math Teachers in TN Blog of Resources https://fourthgrademathteachersintn.blogspot.com/
















To access the Ed Toolbox website including the instructional tasks go to the Tennessee Tools link at: http://www.edutoolbox.org/tntools

More Resources:



Assessment Tasks: https://www.edutoolbox.org/tntools/list/grade/819/6128/4

Instructional Resources and Task Arcs: https://www.edutoolbox.org/tntools/list/grade/819/6119/4#6120





YouTube Math Tutorials:

Fourth Grade Math Suggestions in Children’s Literature

Grandfather Tang's Story by Ann Tompert





Fourth Grade Blogs to follow for ideas and activity shares

Meg Anderson, “The Teacher Studio”, https://theteacherstudio.com/blog/

Jennifer Findley, “Teaching with Jennifer Findley” http://jenniferfindley.com/

Brittany Hege, “Mix and Math”, https://www.mixandmath.com/






https://www.edutoolbox.org/tntools/list/grade/819/6128/4

https://www.edutoolbox.org/tntools/list/grade/819/6119/4#6120





https://theteacherstudio.com/blog/

http://jenniferfindley.com/

https://www.mixandmath.com/