A Year at a Glance

 1st Marking Period 4. NBT.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.4. NBT.2 Read and write multi-digit whole numbers using base-tennumerals, 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 comparisons.4. NBT.3 Use place value understanding to round multi-digit whole numbers toany place.4. NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret35 = 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.2  Multiply or divide to solve word problems involving multiplicativecomparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.4.OA.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.5  Generate a number or shape pattern that follows a given rule.Identify apparent features of the pattern that were notin the rule itself. 2nd Marking Period 4.NBT.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.NBT.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.3 Solve multistep word problemsposed 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.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:a. 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.b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.4.MD.6 Measure angles in whole number degrees using a protractor. Sketch angles of specified measure.4.MD.7 Recognize angle measure as additive. When an angle is decomposed into on-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.4.G.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.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a lineacross the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. 3rd Marking Period 4.NF.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.4.NF.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.4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.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 samedenominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.c. 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 additionand subtraction.d. 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 andequations to represent the problem.4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.a. Understand a fraction a/b as a multiple of 1/b.b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.c. Solve word problems involving multiplication of a fraction by awhole number, e.g., by using visual fraction models and equations to represent the problem.4.NF.5 Express a fraction with denominator 10 as an equivalentfraction with denominator 100, and use this technique to add two fractions withrespective denominators 10 and 100.  2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.2   Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.4.NF.6 Use decimal notation for fractions with denominators 10 or 100.4.NF.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.4.MD.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. 4th Marking Period 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

A Year at a Glance

 1st Marking PeriodScience Unpacking document:  http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/science/4.pdf 2nd Marking PeriodScience Unpacking document:     http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/science/4.pdf 3rd Marking PeriodScience Unpacking document:    http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/science/4.pdf 4thMarking Period

A Year at a Glance

Standards follow the new Social Studies weekly newspapers that everyone

in grades 3-6 is receiving. The textbook should be used as a resource.

 1st Marking Period 4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina.4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape).4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present.4.H.1 Analyze the chronology of key historical events in North Carolina history.4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and after European exploration.4.H.1.2 Explain how and why North Carolina was established.4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of N.C.4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-colonial period through Reconstruction.4.C.1 Understand the impact of various cultural groups on North Carolina.4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.4.E.1 Understand how a market economy impacts life in North Carolina4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world. 2nd Marking Period 4.C&G.1.4 Compare North Carolina’s government with local governments.4.C&G.2 Analyze the North Carolina Constitution.4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights an4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina.4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present.4.H.1 Analyze the chronology of key historical events in North Carolina history.4.H.1.2 Explain how and why North Carolina was established.4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of N.C.4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-colonial period through Reconstruction.4.H.2 Understand how notable structures, symbols, and place names are significant to North Carolina.4.H.2.1 Explain why important buildings, statues, monuments, and place names are associated with the state's history.4.H.2.2 Explain the historical significance of North Carolina’s state symbols.4.C&G.1 Understand the development, structure and function of North Carolina’s government.4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.d responsibilities.4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution.4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods, and traditions).4.E.1 Understand how a market economy impacts life in North Carolina4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world. 3rd Marking Period 4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina.4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape).4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present.4.H.1 Analyze the chronology of key historical events in North Carolina history.4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and after European exploration.4.H.1.2 Explain how and why North Carolina was established.4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of N.C.4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-colonial period through Reconstruction.4.H.2 Understand how notable structures, symbols, and place names are significant to North Carolina.4.E.1 Understand how a market economy impacts life in North Carolina4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world. 4thMarking Period 4.E.1 Understand how a market economy impacts life in North Carolina4.E.1.1 Understand the basic concepts of a market economy: supply, demand, scarcity, productivity, and entrepreneurship.4.E.1.2 Understand how scarcity and choice in a market economy impacts business decisions.4.E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina.

A Year at a Glance

*Each new Marking Period introduces new standards and reviews previous. Highlighted items are new to the marking period.

 1st Marking Period