Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 1

Module 1 (Operations and Algebraic Thinking)

Place Value, Addition, and Subtraction to One Million (Approximately 15 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics

MAFS.4.NBT.1.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

● Model the 10-to-1 relationship among place-value positions in the base-ten number system.

● Comparing Amounts of baseball cards

● Family Vacations ● Seven Hundred Seventy Seven

● Place Value ● Number Top It Place Value

Game ● High Number Toss Game ● What's My Value? ● The Right Rental (MEA) ● Place Value/Expanded Form

Rap ● Place Value Story ● Place Value Game ● Go Math Lessons 1.1 &1.5

MAFS.4.NBT.1.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparison

● Read and write whole numbers in standard form, word form, and expanded form.

● Collections ● Numbers in Expanded Form ● Writing number Names to a Million

● Comparing Multi-Digit Whole Numbers

● Cars for Sale (MEA) ● My Digit is Bigger than Your

Digit! ● Oh Where, Oh Where, Should I

Put You? ● Expanded Form ● Go Math Lessons 1.2 & 1.3

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 2

MAFS.4.NBT.1.3 Use place value understanding to round multi-digit whole numbers to any place.

● Round a whole number to any place. ● Rounding Numbers ● Rounding to the Ten Thousands

Place

● Rounding Whole Number ● Adventure Falls Bus Purchase ● Round Me ● Just Hanging A-Round ● Rounding Rap ● Go Math Lessons 1.4

MAFS.4.NBT.2.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm

● Add whole numbers and determine whether solutions to addition problems are reasonable.

● Subtract whole numbers and determine whether solutions to subtraction problems are reasonable.

● Addition Using the Traditional Algorithm

● Find the Error

● Add Whole Numbers ● Subtract Whole Numbers ● Subtraction by Regrouping

(video) ● Subtraction Attraction ● Florida Hurricanes ● Reasonable Sums and

Differences video ● Go Math Lessons 1.6- 1.8

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 3

MAFS.4.OA.1.3 Reasonableness of answers 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 using mental computation and estimation strategies including rounding

● Solve multistep word problems posed with whole numbers, represent these problems using equations, and assess the reasonableness of answers using mental computation and estimation strategies.

● Estimating the Solution ● Juice Boxes

● "Express Yourself!" with Math

Story Chains ● Gimme Two Steps! ● Word Problem Strategies video ● Solving Word Problems links

and videos

Module 1 - Key Vocabulary

digit, standard form, place value, expanded form, word form, sum, compare, equal sign, greater than sign, less than sign, number line, estimate, round, order, regroup,

addend, addition, difference

Module 1 - Additional Assessment Resources

Module 1 Assessment.pdf

http://www.helpteaching.com/questions/Place_Value/Grade_4

Mini Standards Assessment NBT.1.1.pdf

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 4

Mini Standards Assessments NBT.1.2.pdf

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 5

Module 2 (Operations and Algebraic Thinking)

Multiply 1-digit, Multiply 2-digit, Divide 1-Digit (Approximately 25 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics

MAFS.4.OA.1.1 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.

● Relate multiplication equations and comparison statements.

● Kate and her Doll ● Animal Photographs ● Pet Snakes

● Multiplicative Comparison Equations & Word Problems

● "Bar Model Math"- "Twice" as Nice

● Great Estimations! ● Go Math Lesson 2.1

MAFS.4.OA.1.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison

● Solve problems involving multiplicative comparison and additive comparison.

● Books and Yarn ● Dogs as Pets ● Throwing Footballs

● Cruising for a Great Value ● Jump or Be Lunch! ● Go Math Lesson 2.2

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 6

MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics

MAFS.4.NBT.2.5 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

● Multiply tens, hundreds, and thousands by whole numbers through 10.

● Estimate products by rounding and determine if exact answers to multiplication problems are reasonable.

● Use the Distributive Property to multiply a 2-digit number by a 1-digit number.

● Use expanded form to multiply a multidigit number by a 1-digit number.

● Use place value and partial products to multiply a multidigit number by a 1-digit number.

● Use mental math and properties to multiply a multidigit number by a 1-digit number.

● Use regrouping to multiply a 2-digit number by a 1-digit number.

● Use place value and multiplication properties to multiply by tens.

● Estimate products by rounding or by using compatible numbers.

● Use area models and partial products to multiply 2-digit numbers.

● Use place value and partial products to multiply 2-digit numbers.

● Use regrouping to multiply 2-digit numbers. ● Choose a method to multiply 2-digit numbers. ● Use the strategy draw a diagram to solve multistep

multiplication problems.

● Multiplying Using an Array or Area Model

● Partial Products ● The Produce Shop

● 2-Digit Array Multiplication ● Area Model of

Multiplication Using Base 10 Manipulatives

● Array for Charity!

● Go Math Lessons 2.3-2.8, 2.10, 2.11, 3.1-3.6

● Basic Multiplication ● MultiDigit Multiplication

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 7

MAFS.4.OA.1.3 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.

● Use the draw a diagram strategy to solve multistep problems.

● Represent and solve multistep problems using equations.

● Use remainders to solve division problems. ● Solve problems by using the strategy draw a diagram.

● Picking Strawberries ● Roller Coaster Rides

● Birthday Balloon Planner ● Fish Ahoy Fish ● Pickle Pick (MEA) Go Math Lessons 2.9, 2.12,

3.7, 4.3, 4.12\ 3

MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics

MAFS.4.NBT.2.6 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

● Use multiples to estimate quotients. ● Use models to divide whole numbers that do not divide

evenly. ● Use repeated subtraction and multiples to find

quotients. ● Use place value to determine where to place the first

digit of a quotient. ● Divide multidigit numbers by 1-digit divisors.

● Divide Using Place Value

● Interpreting Division

● Division Steps Song ● I See! Division with the

Distributive Property ● Share and Share Alike

● Go Math Lessons 4.1, 4.2, 4.4-4.11

● Division Intro ● Long Division

Module 2 - Key Vocabulary

factor, multiply, number line, place value, product, expanded form, Associative Property of Multiplication, factor, place value, product, estimate, round, multiple, counting

number, factor, multiplication, product, remainder, divide, dividend, division, divisor, quotient, hundreds, ones, place value, tens, thousands, compatible numbers,

Distributive Property, partial quotient

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 8

Module 2 - Additional Assessment Items

Mini Standards Assessments OA.1.1.pdf

Mini Standards Assessments OA.1.2.pdf

Mini Standards Assessments NBT.2.5.pdf

Mini Standards Assessments NBT.2.6.pdf

Module 2 Multiplication Assessment.pdf

Module 2 Division Assessment.pdf

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 9

Module 3 (Operations and Algebraic Thinking)

Factors, Multiples, and Patterns (Approximately 6 Days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics

MAFS.4.OA.2.4 Investigate factors and multiples.

1. Find all factor pairs for a whole number in the range 1–100.

2. 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.

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

● Find all factors of a number using a model ● Determine whether a number is a factor of a

given number ● Solve problems by using the strategy make a

list ● Understand the relationship between factors

and multiples, and determine whether a number is a multiple of a given number.

● Determine whether a number is prime or composite

● Factor Pairs ● Multiples of Six ● Prime or Composite

● Divisibility ● Factors and Multiples ● Factor Capture Game ● Creating Factor Pair

"Trees ● Factor Game ● Factor Rainbows/ Prime

and Composite Story ● Go Math Lessons 5.1-5.5

MAFS.4.OA.3.5 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

● Generate a number pattern and describe features of the pattern.

● Baseball Cards ● Multiply by Four ● Dot Patterns

● Chips Ahoy! ● Crossed Up Hundreds

Board ● The n-gon Train ● Go Math Lesson 5.6

Module 3 - Key Vocabulary

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 10

factor, array, product, divisible, common factor, common multiple, multiple, composite number, prime number, pattern, term

Module 3 - Additional Assessment Items

Mini Standards Assessment OA.3.5.pdf

Module pdf 3 Assessment.

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 11

Module 4 (Numbers and Operations)

Fractions (Approximately 30 Days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics

MAFS.4.NF.1.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions

● Use models to show equivalent fractions. ● Use multiplication to generate equivalent

fractions. ● Write and identify equivalent fractions in

simplest form. ● Use equivalent fractions to represent a pair

of fractions as fractions with a common denominator

● Use the strategy make a table to solve problems using equivalent fractions.

● Are the fractions equivalent?

● Eating Cake ● Equivalence Using

A Number Line

● Equivalent Fractions ● Are You My Equal? ● What's the part? What's the whole? ● Chocolate Fractions ● Equivalent Fractions game ● Fraction Land ● Go Math lessons 6.1- 6.5 ● Equivalent Fractions

MAFS.4.NF.1.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model

● Compare fractions using benchmarks. ● Compare fractions by first writing them as

fractions with a common numerator or a common denominator

● Compare and order fractions.

● Compare Fractions ● Comparing Four-

Fifths and Three-Fourths

● Comparing Fractions

● Corn Farms

● Comparing Fractions ● Amazing Alice Cookies ● Comparing Fractions with Cupcakes ● Fraction Line Up ● Fraction War game ● Fraction Clothesline ● Fractions: Let's Compare ● Fun With Fractions ● Go Math lessons 6.6.- 6.8 ● Comparing Fractions

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 12

MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics

MAFS.4.NF.2.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 1. Understand addition and subtraction of

fractions as joining and separating parts referring to the same whole.

2. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

3. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

4. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem

● Understand that to add or subtract fractions they must refer to parts of the same whole.

● Decompose a fraction by writing it as a sum of fractions with the same denominators.

● Use models to represent and find sums involving fractions.

● Use models to represent and find differences involving fractions.

● Solve word problems involving addition and subtraction with fractions.

● Write fractions greater than 1 as mixed numbers and write mixed numbers as fractions greater than 1.

● Add and subtract mixed numbers ● Rename mixed numbers to subtract ● Use the properties of addition to add

fractions. ● Use the strategy act it out to solve multi-

step fraction problems.

● Adding and Subtracting Mixed Numbers

● Anna Marie and the Pizza

● Decomposing Three-Fifths

● Fraction Word Problems

● Adding and Subtracting in the Real World

(Unit Fractions) ● Decomposing Fractions ● Learning to Love Like Denominators ● Looking for Patterns in a Sequence of

Fractions ● Marshmallow Math ● Relay Races ● Go Math lessons 7.1- 7.9 ● Adding and Subtracting Fractions ● Mixed Numbers and Improper Fractions

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 13

MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from Inside Mathematics MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics

MAFS.4.NF.2.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 1. Understand a fraction a/b as a multiple of 1/b.

For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

2. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

3. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

● Write a fraction as a product of a whole number and a unit fraction.

● Write a product of a whole number and a fraction as a product of a whole number and a unit fraction.

● Use a model to multiply a fraction by a whole number.

● Multiply a fraction by a whole number to solve a problem

● Use the strategy draw a diagram to solve comparison problems with fractions.

● Fractions and Multiples

● How Many One Fourths?

● How Much Sugar? ● Training for a Race

● Birthday Balloon Planner ● Exploring Fraction Multiplication ● Looking for Patterns in a Sequence of

Fractions ● Modeling Multiple Groups of Fractions ● Modeling Multiplication with Fractions ● Multiple Bake Sale Cookie Recipes with

fractional ingredients ● Sugar in six cans of soda ● Go Math lessons 8.1-8.5 ● Multiplying Fractions

MAFS.4.NF.3.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

● Record tenths and hundredths as fractions and decimals.

● Adding Five Tenths ● Hundredths and

Tenths ● Seven Tenths ● Tenths and

Hundredths

● Fractions and Decimals: tenths and hundredths

● Playground Picks ● Shopping with Tenths and Hundredths

(Lesson 3 of 3 in a Unit) ● We All Scream for ICE CREAM - MEA ● Go Math lessons 9.3, 9.6

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 14

MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics

MAFS.4.NF.3.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

● Record tenths as fractions and as decimals ● Record hundredths as fractions and as

decimals. ● Translate among representations of

fractions, decimals, and money

● Decimals to Fractions ● Fractions to Decimals ● Using Benchmark

Decimals on a Number Line

● Decimal Notation ● Cookies and Treats ● Cookies, Fractions and Decimals, Oh My! ● Donuts and Decimals ● Equivalency Detectives: Fractions and

Decimals! ● Farming Fractions ● Field Day Fractions ● Go Math lessons 9.1, 9.2, 9.4

MAFS.4.MD.1.2 Use the four operations to solve word problems1 involving distances, intervals of time, and money, including problems involving simple fractions or decimals2. Represent fractional quantities of distance and intervals of time using linear models.

● Solve problems by using the strategy act it out.

● Kesha and Juan ● Piano Lessons ● Remote Control

Motorcycle ● Shopping List

● Amazing Race-Elapsed Time ● Banana County Public School-Painters

MEA ● Money Managers! ● Most Famous Floridian of the 19th Century ● Go Math lesson 9.5

MAFS.4.NF.3.7 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. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model

● Compare decimals to hundredths by reasoning about their size.

● Turns on a Skateboard

● Understanding Angles

● What Is the Measure of the Angle?

● Comparing Decimals ● Cell Phone Inquiry ● Using Place Value ● Comparing and Ordering Decimals ● Comparing Decimals ● Go Math lesson 9.7

Module 4 - Key Vocabulary

equivalent fractions, denominator, fraction, numerator, simplest form, common factor, denominator, equivalent fractions, factor, numerator, common

denominator, common multiple, multiple, benchmark, common denominator, common numerator, fraction, unit fraction, denominator, numerator, mixed

number, simplest form, Associative Property of Addition, Commutative Property of Addition , Identity Property of Multiplication, decimal, decimal

point, tenth, compare, fraction, place value, whole, hundredth, equivalent decimals, equivalent fractions

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 15

Module 4 - Additional Assessment Items

Mini Standards Assessments NF.1.1.pdf

Mini Standards Assessments NF.1.2.pdf

Mini Standards Assessments NF.2.3.pdf

Mini Standards Assessments NF.2.4.pdf

Mini Standards Assessments NF.3.5.pdf

Mini Standards Assessments NF.3.6.pdf

Mini Standards Assessments NF.3.7.pdf

Module 4 Assessment.pdf

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 16

Module 5 (Measurement and Data)

(Approximately 10 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics

MAFS.4.G.1.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

● Identify and draw points, lines, line segments, rays, and angles.

● Identify and draw parallel lines and perpendicular lines

● All About Angles ● Lines, Rays, and Line

Segments ● Parallel and

Perpendicular Sides

● Adding Up the Angles ● Edible Angles: Decomposing

Angles Into Parts of a Whole ● What’s Your Angle? ● What's my degree? Coming

full circle ● Parallel and Perpendicular Go Math Lessons 10.1, 10.3

MAFS.4.G.1.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

● Classify triangles by the size of their angles. ● Sort and classify quadrilaterals.

● Grouping Triangles ● Sketching Quadrilaterals ● Sketching Triangles

● Classify two-dimensional figures: Quadrilaterals-

● Polygon Express ● A Closer Look at

Quadrilaterals ● Triangles ● Go Math Lessons 10.2, 10.4

MAFS.4.G.1.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

● Determine whether a figure has a line of symmetry.

● Identify and draw lines of symmetry in two-dimensional figures.

● Line Symmetry ● Identifying and

Explaining Symmetry ● Using Lines of

Symmetry

● Lines of Symmetry ● ABC Symmetry ● Symmetrical Solutions ● Go Math Lessons 10.5, 10.6

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 17

MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics

MAFS.4.OA.3.5 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

● Use the strategy act it out to solve pattern problems.

● Shape Patterns ● Dot Patterns

● Pattern Fun ● Rules, Number Patterns, and

Tables ● Go Math Lesson 10.7

MAFS.4.MD.3.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: 1. An angle is measured with reference to a circle

with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

2. An angle that turns through n one-degree angles is said to have an angle measure of n degrees

● Relate angles and fractional parts of a circle. ● Relate degrees to fractional parts of a circle

by understanding that an angle that measures n° turns through ___n 360 of a circle.

● Circle the Angles ● Determining an Angle's

Measure ● Lawn Sprinkler

● Runaway Rotations ● Angles All Around Us ● Go Math Lessons 11.1, 11.2

MAFS.K.12.MP.5.1: Use appropriate tools strategically. Click here for video examples from Inside Mathematics

MAFS.4.MD.3.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure

● Use a protractor to measure an angle and draw an angle with a given measure.

● Town of Happyville ● Drawing and Measuring

Angles ● Using a Protractor to

Draw Angles

● Protractor Power ● Go Math Lesson 11.3

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 18

MAFS.K.12.MP.5.1: Use appropriate tools strategically. Click here for video examples from Inside Mathematics

MAFS.4.MD.3.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure

● Determine the measure of an angle separated into parts.

● Use the strategy draw a diagram to solve angle measurement problems.

● Turns on a Skateboard ● Using Known Angles ● What's the Measure of

the Angle?

● What's Your Angle? ● Go Math Lessons 11.4, 11.5

Module 5 - Key Vocabulary

acute angle, angle, line, line segment, obtuse angle, point, ray, right angle, straight angle, acute triangle, obtuse triangle, right triangle, intersecting lines, parallel lines, perpendicular lines, parallelogram,

rectangle, rhombus, square, trapezoid, quadrilateral, line of symmetry, line symmetry, diagonal, horizontal, vertical, hexagon, regular polygon, clockwise, counterclockwise, angle, circle, ray, vertex,

degree, protractor

Module 5 - Additional Assessment Items

Mini Standards Assessments G.1.1.pdf

Mini Standards Assessment G.1.2.pdf

Mini Standards Assessment G.1.3.pdf

Mini Standards Assessment MD.3.5.pdf

Mini Standards Assessment MD.3.6.pdf

Mini Standards Assessment MD.3.7.pdf

Module 5 Assessment.pdf

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 19

Module 6 (Measurement and Data)

(Approximately (15 days)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics

MAFS.4.,MD.1.1 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. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

● Use benchmarks to understand the relative sizes of measurement units.

● Use models to compare customary units of length.

● Use models to compare customary units of weight

● Use models to compare customary units of liquid volume.

● Use models to compare metric units of length. ● Use models to compare metric units of mass and

liquid volume. ● Use models to compare units of time. ● Use patterns to write number pairs for

measurement units.

● Conversions in the Customary System

● Conversions in the Metric System

● Converting Units of Time ● Relative Sizes of

Measurement Units for Length

● Relative Sizes of Measurement Units for Weight

● Give an Inch, Take a Foot

● Let’s Think in Small Units ● The Great Sneaker

Design ● Plant Package, MEA ● Go Math, lessons 12.1-

12.4, 12.6-12.8, 12.11

MAFS.4.MD.1.2 Use the four operations to solve word problems1 involving distances, intervals of time, and money, including problems involving simple fractions or decimals2. Represent fractional quantities of distance and intervals of time using linear models.

● Use the strategy draw a diagram to solve elapsed time problems.

● Solve problems involving mixed measures.

● Kesha and Juan ● Remote Control Motorcycle ● Shopping List

● Amazing Race - Elapsed Time

● Slither Not in the Everglades - Python MEA

● Supermarket Sweep! ● Go Math lessons 12.9,

12.10

Grade Four Mathematics Curriculum Map

Course Number: 5012060 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 4 Math Modules – Page 20

MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics

MAFS.4.MD.2.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection

● Make and interpret line plots with fractional data.

● Race Cars, part 1 ● Race Cars, part 2 ● Science Experiment, part 1 ● Science Experiment, part 2

● Marshmallow Math ● One Leg Up ● Kidzone - create a graph ● Go Math, Lesson 12.5

MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics

MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

● Use a formula to find the perimeter of a rectangle.

● Use a formula to find the area of a rectangle. ● Find the area of combined rectangles. ● Given perimeter or area, find the unknown

measure of a side of a rectangle. ● Use the strategy solve a simpler problem to solve

area problems

● Fencing a Garden ● Applying Area and Perimeter ● Using Area and Perimeter

● Area Action ● Bre and Brent the

Builders ● Draw a blueprint ● The Furniture Movers,

MEA ● Go Math lessons 13.1 -

13.4

Module 6 - Key Vocabulary

milliliter, gram, kilogram, liter, second, day, hour, minute, month, week, year, A.M., elapsed time, P.M., formula, perimeter, centimeter, foot, inch, length, meter, width, yard, area, base,

height, square unit, kilometer, mile

Module 6 - Additional Assessment Items

Module 6 Assessment.pdf