MA4 Curriculum Map
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Contents |
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.
- Chapter 1 Place Value
Time frame: 5 weeks
Skills
Students will: > use objects and pictures to represent whole numbers from 0 to 1,000,000.
> apply equalities and inequalities with whole numbers from 0 to 1,000,000 using the symbols =, ., <, >.
> demonstrate different combinations of currency and coins for change.
> using concrete materials, count change from the cost of the item up to the amount of money received.
> read and write numerals from 0 to 1,000,000 in meaningful contexts.
> read and write the number words for selected numbers from zero to one million.
> order according to place value.
> identify place value through hundred thousands.
> write six-digit numbers in expanded form.
> count forward from any number by 2's, 3's, 5's, 10's, and 100's.
> sequence selected whole numbers from 0 to 100,000.
> locate and label a point in the first quadrant of the coordinate plane and on a city map.
> reproduce, extend, create, and describe patterns, such as addition or subtraction facts.
> find missing elements of a complex repeating pattern (i.e., 1,1,2,3,5,__,13, ...)
Assessment
- teacher observation using daily assignments and activities
- Chapter 1 multiple choice test
Resources
- estimating strategies (set up Estimation Station)
- place value through millions place
- expanded, written, and standard forms of numbers
- round numbers to nearest 10, 100, 1000
- compare and order numbers
- problem solving strategy guess and check
Optional
Resources:
- dollar math/word value activity
- How Much Is a Million? and If You Made a Million by Steven Kellogg
- Race to 100/1000 (TERC)
- personal place value folder in my personal items
- math games from personal files
October
Content and Essential Skills
- Addition and Subtraction/Computation
- 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:
-1.2 Read and write whole numbers and know place-value concepts and numeration through their relationships to counting, ordering, and grouping
-1.4 Develop, test and explain conjectures about properties of whole numbers.
-1.5 Use number sense to estimate and justify the reasonableness of solutions to problems involving whole numbers.
-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 four basic arithmetic operations of addition, subtraction, multiplication, and division
-6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication, and division facts without the use of a calculator.
-6.4 Construct, use, and explain procedures to compute and estimate with whole numbers.
-6.5 Select and use appropriate methods for computing with whole numbers in problem solving situations from among mental arithmetic, estimation, paper-and-pencil, calculator and computer methods.
Assessment
Chapter. 2 test
teacher observation using daily assignments
ability test for small groups across fourth grade for 3 days
Resources
>properties of addition and subtraction
>adding and subtracting with 10s, 100s, 1000s (mental math)
>problem solving - draw a picture
>estimating sums and differences using rounding skills
>adding large numbers and 3 or more addends
>100 addition facts in 5 min. (2-3/week)
>subtracting with trading with larger numbers, including across a zero
Optional
Graph paper to develop column skills
Math games (addition and subtraction) from my supplies
Chapter 2 text
Math Safari games
Math Central activities
November
Content and Essential Skills
- Collecting, Organizing, and Using Data
- 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.
Skills
Students will:
-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.
-3.1 Construct, read, and interpret displays of data including tables, charts, pictographs, and bar graphs
-3.2 Interpret data using the concepts of largest, smallest, most often, and middle.
-3.3 Generate, analyze, and make predictions based on data obtained from surveys and chance devices
-3.4 Solve problems using various strategies for making combinations.
Assessment
Chapter 3 test
teacher observation with daily assignments
Resources
>data collection skills
>creating and interpreting bar graphs, pictographs, line graphs, and circle graphs
>problem solving - make a list
>comparing probabilities and making predictions of probability
Optional
>pictograph of ethnic backgrounds for Heritage Dinner
>probability games - my supplies
>bar graph showing Spelling Bonus Word points
Chapter 3 text
TERC investigations
Math Safari games
Math Central activities
personal graphing workbooks with games
December
Content and Essential Skills
- Multiplication and Division Facts/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.
- Geometry
- 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.
Skills
- Multiplication and Division Facts/Computation
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.
-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 9-10 assignments and extra materials
- Chapter 9 and 10 test
Resources
>add and subtract like fraction
>add and subtract unlike fractions, using manipulatives
>show math concept to +- unlike fractions w/o manipulatives
>add and subtract mixed numbers
>problem solving - draw a picture and work backwards
>measure to the nearest 1/4 inch
>use customary units of measurement (linear and volume)
>calculate elapsed time
Optional
Chapter 9-10 in basal math text
MathCenter activity cards
personal math games activity books
Math Safari games
Math Sharks
fraction manipulatives
volume measurement jugs
May
Content and Essential Skills
- Chapter 11 Decimals & Chapter 12 Multiplying with 2 Digit Numbers
- 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 11-12 assignments and extra materials
- Chapter 11-12 test
- timed facts quizzes
Resources
>write, read, and draw decimals to the hundredth
>determine value with a place value chart
>comparing and ordering through the hundredths place
>adding and subtracting decimals
>multiply larger numbers (at least 2 D x 2 D)
>introduce long division with a 2 D divisor
Optional
Chapter 11-12 in basal math text
MathCenter activity cards
personal math games activity books
Math Safari games
Math Sharks
grid paper
