MA4 Curriculum Map

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August

Content and Essential Skills

Skills

Assessment

Resources

Optional

September

Content and Essential Skills

Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Unit 1 Place Value and Money and Unit 2 Addition and Subtraction

Time frame: 4-5 weeks

Essential Skills

Students will:

> identify place value. Standard 1.2b

> read, write, and order numbers through hundred thousands. Standard 1.2a

> write numbers in standard, expanded, and written forms. Standard 1.6b

> round numbers to the nearest 10,000; 100,000; 1,000,000. Standard 1.5b

> count and write money in decimals to $10.00. Standards 1.1e and 6.2b

> calculate change. Standard 1.1e

> add 6-digit numbers with regrouping. Standard 6.1a

> solve problems using appropriate strategies for addition. Standards 6.5a and 2.3a

> subtract 6 digit-numbers with regrouping. Standard 6.1a

> solve problems using appropriate strategies for subtraction. Standards 6.5a and 2.3a

Assessment

daily work and assignments

performance tasks

rubrics based on essential skills

grade 4 common assessment

Units 1-2 tests

Resources

place value white boards

digi-blocks

How Much Is a Million? and If You Made a Million by Steven Kellogg

chip trading game

Optional

October

Content and Essential Skills

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 3: Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning and processes used in solving these problems.

Standard 5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Unit 3 and Chp. 7

Time frame: 4 weeks

Skills

Students will:

> read analog clocks time to the nearest minute. Standard 5.1a

> identify a.m. and p.m. Standard 5.1a

> solve word problems by applying information from graphs or tables. Standard 2.2b

> interpret graphs graphs to solve word problems. Standard 3.1a

> complete charts based on patterns. Standard 2.2a

> organize data to find the range, median, and mode. Standard 3.2a

> reproduce, extend, and describe patterns. Standard 2.1a

> identify and describe the rule for a number pattern to solve problems. Standard 2.3a

> know and apply multiplication facts through 10s. Standard 6.3a

Assessment

daily work and assignments

performance tasks

rubrics based on essential skills

grade 4 common assessment

Unit 3 and Chp. 7 tests

Resources

Judy clocks

coordinate graph art books (spare room)

grid white boards

Optional

November

Content and Essential Skills

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Unit 5 and Chp. 8

Time frame: 3 weeks

Skills

Students will:

> know fact families for multiplication and division. Standard 6.3b

> use division facts through 10s. Standard 6.3a

> multiply 4-digit numbers by 1-digit numbers.

Assessment

daily work and assignments

performance tasks

rubrics based on essential skills

grade 4 common assessment

Unit 5 and Chp. 8 tests

Resources

digi-blocks and array trays

grid paper

Optional

December

Content and Essential Skills

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 4: Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning and processes used in solving these problems.

Standard 5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Unit 6 and Chp. 19

Time Frame 3 weeks

Skills

Students will:

-2.1 Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

-2.2 Describe patterns and other relationships using tables, graphs, and open sentences.

-2.3 Recognize when a pattern exists and use that information to solve a problem.

-2.4 Observe and explain how a change in one quantity can produce a change in another.

-6.1 Demonstrate conceptual meanings for the operations of multiplication and division

-6.3 Demonstrate understanding of and proficiency with multiplication and division facts without the use of a calculator.

Geometry

Students will:

-4.1 Recognize shapes and their relationships using a variety of materials.

-4.2 Identify, describe, draw, compare, classify, and build physical models of geometric figures.

-4.4 Solve problems using geometric relationships and spatial reasoning (for example, using rectangular coordinates to locate objects, constructing models of three-dimensional objects)

-5.2 Compare and order objects according to measurable attributes.

Assessment

Multiplication and Division Facts/Computation

teacher observations with daily assignments

Chapter 4 test

pretest skills for small group instruction across 4th grade (4days) before doing chapter in class. Combine this chapter with geometry chapter

Geometry

teacher observation with Chapter 5 assignments performance assessment with Chapter 5

Resources

Multiplication and Division Facts/Computation

> pretest skills for small group instruction across 4th grade (4days) before doing chapter in class; combine this chapter with geometry chapter

>concept of multiplication and division

>review all facts

>properties and rules of multiplication and division

>problem solving - make a table

>introduce concept of multiples and factors

>common factors

Geometry

>flips, slides, and turns of polygons, using geoboard dot paper

>angles, naming right and less than/greater than using geoboards

>introduce vocab acute and obtuse angles

>read Grandfather Tang's Story and introduce tangram center

>symmetry using pattern blocks and geodot paper

>show pattern block center using state outlines

>ordered pairs and coordinates

>quadrilaterals and other polygons

>area

>congruent and similar figures

>solid shapes

>problem solving - act it out

>volume

>create quilt squares on ceramic tiles

>make a mobile with solid shapes

Optional

Multiplication and Division Facts/Computation

multiplication games - my supplies

x Quizmo

multiplication quizzes

TERC book

Chapter 4 text

Math Safari games

Math Central activities

Geography

Grandfather Tang's Story - classroom library

geoboards - fourth grade supplies

tangrams - my supplies

pattern blocks - classroom supplies

state pattern cards - Lacey and I share

solids shapes

Math Safari games

Math Central activities

January

Content and Essential Skills

Multiplying by 1-Digit Numbers/Computation

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Skills

Students will:

-2.1 Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

-2.2 Describe patterns and other relationships using tables, graphs, and open sentences.

-2.3 Recognize when a pattern exists and using that information to solve a problem

-2.4 Observe and explain how a change in one quantity can produce a change in another (for example, the relationship between the number of bicycles and the numbers of wheels).

-6.1 Demonstrate conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication

-6.4 Construct, use, and explain procedures to compute and estimate with whole numbers., and division.

-6.5 Select and use appropriate methods for computing with whole numbers in problem solving situations.

Assessment

teacher observation with daily Chapter 6 assignments and extra materials

Chapter 6 test

timed facts quizzes

Resources

>review rounding

>estimate products

>2-,3-,4-digit by 1-digit multiplication practice

>differentiate by ability with practice worksheets.

>problem solving - guess and check

>multiplying money amounts

>activity "Shopping Spree" in MathCenter

>problem solving - review of strategies used

>100 facts quizzes weekly

>"Flash Facts Club" for those who meet time benchmarks

Optional

Chapter 6 in basal math text

MathCenter activity cards

personal math games activity books

Math Safari games

Math Sharks

>multiplication BINGO

February

Content and Essential Skills

Division Chapter 7 - long division

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Skills

Students will:

-2.1 Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

-2.2 Describe patterns and other relationships using tables, graphs, and open sentences.

-2.3 Recognize when a pattern exists and using that information to solve a problem

-2.4 Observe and explain how a change in one quantity can produce a change in another (for example, the relationship between the number of bicycles and the numbers of wheels).

-6.1 Demonstrate conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication

-6.4 Construct, use, and explain procedures to compute and estimate with whole numbers., and division.

-6.5 Select and use appropriate methods for computing with whole numbers in problem solving situations.

Assessment

teacher observation with daily Chapter 7 assignments and extra materials

Chapter 7 tests ("homemade" on file; Lacey's)

timed facts quizzes

Resources

>estimate quotients in long division problems

>DMSB R steps to show process with 1 digit divisor

>discuss meaning of remainders and how to use them

>find the average of a set of numbers

>discuss terms mean, median, and mode and solve for them

>problem solving - review strategies and practice written explanation of thinking process

>enrichment group - use decimals in long division

Optional

Chapter 7 in basal math text

MathCenter activity cards

personal math games activity books

Math Safari games

Math Sharks

grid paper to show column alignment

Candy Heart math activity (see my folders)

March

Content and Essential Skills

Chapter 8 - Fractions

Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Skills

Students will: -1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals, and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.

-1.3 Using numbers to count, to measure, to label, and to indicate location.

-2.1 Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

-2.2 Describe patterns and other relationships using tables, graphs, and open sentences.

-2.3 Recognize when a pattern exists and using that information to solve a problem

-2.4 Observe and explain how a change in one quantity can produce a change in another (for example, the relationship between the number of bicycles and the numbers of wheels).

-6.1 Demonstrate conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication

-6.4 Construct, use, and explain procedures to compute and estimate with whole numbers., and division.

-6.5 Select and use appropriate methods for computing with whole numbers in problem solving situations.

Assessment

teacher observation with daily Chapter 8 assignments and extra materials

Chapter 8 test

Resources

>read and write a fraction as a part of a whole and a set

>develop concept of equivalent fractions using manipulatives

>fraction vocabulary terms

>discuss simplest form of fractions

>compare and order fractions

>find a fractional part of a whole number

>problem solving - look for a pattern/tables

>read and write mixed numbers

Optional

Chapter 8 in basal math text

MathCenter activity cards

personal math games activity books

Math Safari games

Math Sharks

fraction manipulatives (class set of fraction bars/overhead/ magnetic board sample, fraction circles, die cut fraction circles)

Hershey bar book (my copy)

April

Content and Essential Skills

Chapter 9 - Addition and Subtraction of Fractions

Chapter 10 - Measurement

Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.

Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.

Skills

Students will:

-1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals, and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.