Grade 4 Learning Plan 2021-22 Math

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1	18 Lessons
2	Grade 4 Strategic Accelerated Learning Plan for the 2021-2022 School Year
3	K-12 Next Generation Standards		Major Cluster Standards (65-75% Recommended Instructional Time)			ROCHESTER CITY SCHOOL DISTRICT 2021-22 SCHOOL CALENDAR
4	Zearn Foundational Guidance		Supporting Standards (15-25% Recommended Instructional Time)
5	Educator Guide to the 2020 Grade 3-8 NYS Math Tests		Additional Standards (5-15% Recommended Instructional Time)
6	Performance Level Descriptors
7	Bank of Testable Items by Standard
8	Data Trend By Standard
9	RCSD Standards Continum (Vertical Alignment)
10
11	RCSD Grade 4 Full Year Overview
12
13	10 Week Standard Based Planning Document (Quarter 1)			11-20 Week Standards Based Planning Document (Quarter 2)								21-30 Week Standard Based Planning Document- Quarter 3
14	Next Generation Math Standards (Crosswalk)
15	Unit Title	Standards Code	Standards (see next tab for more details)	Instructional Days	Topic / Lesson KEY Lessons shaded grey have slides linked in weekly												Topic	Content & Standards
16	September 8 - October 8						M		T		W		TH		F
17	Module 1 Place Value, Rounding, & Algorithms for +/- Zearn Mission 1 Add, Subtract, & Round	NY-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.	This module suggests 18 instructional days plus 2 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.	Week 1 9/8-9/10						L/1 Prioritize building relationships with students and rituals/routines						Topic A	Place Value of Multi-Digit Whole Numbers 4.NBT.1, 4.NBT.2	If pacing is a challenge, consider omitting Lesson 17 since multi-step problems are taught in Lesson 18. Lesson 10 and 14 can be used to review more rounding, or as an extension if time allows. Instead, embed problems from Lesson 17 into Module 2 or 3 as extensions. Since multi-step problems are taught in Lesson 18, Lesson 19 could also be omitted.
18		NY-4.NBT.2a	Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form		Week 2 9/13-9/17		L2		L3		Flex Day to Dive Deep		L4		L5		Topic A-B	Place Value of Multi-Digit Whole Numbers 4.NBT.1, 4.NBT.2 Comparing Multi-Digit Whole Numbers 4.NBT.2
19		NY-4.NBT.2b	Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.		Week 3 9/20-9/24		L6		L7		L8		L9		Optional/ Extension L10		Topic C	Rounding Multi-Digit Whole Numbers 4.NBT.3
20		NY-4.NBT.3	Use place value understanding to round multi-digit whole numbers to any place.		Week 4 9/27-10/1		L11		L12		L13		Optional/ Extension L14		L15		Topic D-E	Multi-Digit Whole Number Addition & Subtraction 4.OA.3, 4.NBT.4
21		NY-4.NBT.4	Fluently add and subtract multi-digit whole numbers using a standard algorithm.		Week 5 10/4-10/8		L16		L18		Flex Day to Dive Deep		Flex Day to Dive Deep		End-Module Assessment		Topic F	Addition and Subtraction Word Problems 4.OA.3
22		NY-4.OA.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.
23		NY-4.OA.3a	Represent these problems using equations or expressions with a letter standing for the unknown quantity.
24		NY-4.NBT.3b	Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
25							M		T		W		TH		F
26	Module 2 Unit Conversions and Problem Solving with Metric Measurement Mission 2 Measure and Solve	NY-4.MD.1	Know relative sizes of measurement units: ft., in.; km, m, cm Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit. Record measurement equivalents in a two-column table.	0													Topic A-B	Metric Unit Conversions 4.MD.1, 4.MD.2 Lesson 4 touches on the number line used as a measurement scale (NY-4.MD.2b)
27		NY-4.MD.2	Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.		OMIT												Notes: The purpose of this module is to build on the idea of mixed units and to relate the notion of "10, 100, 1000 times as much" using metric measurement as the context. It's intentions are to develop fluency with the manipulation of place value units, and to better prepare them for big ideas within Module 3. Due to pacing concerns and our desire to provide time to prepare students for the NYS Testing at the end of April, we are recommending to omit this short Module. These standards are POST standards and will come up again at the end of 4th Grade to prepare students for 5th Grade.
28		NY-4.MD.2b	Represent measurement quantities using diagrams that feature a measurement scale, such as number lines.
29	October 11 - December 17						M		T		W		TH		F
30	RCSD Module 3 Overview Multi-Digit Multiplication and Divison	NY-4.OA.1	Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.	This module suggests 38 instructional days plus 4 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.	Week 6 10/11-10/15		No School		L1		L2		L3		L4		Topic A	Multiplicative Comparison Word Problems 4.OA.1, 4.OA.2, 4.MD.3	Within this module, if pacing is a challenge, consider the following omissions. In Lesson 1, omit Problem 1 if you embedded it into Module 2, and omit Problem 4, which can be used for a center activity. In Lesson 8, omit the drawing of models in Problems 2 and 4 of the Concept Development and in Problem 2 of the Problem Set. Instead, have students think about and visualize what they would draw. Omit Lesson 10 because the objective for Lesson 10 is the same as that for Lesson 9. Omit Lesson 19, and instead, embed discussions of interpreting remainders into other division lessons. Omit Lesson 21 because students solve division problems using the area model in Lesson 20. Using the area model to solve division problems with remainders is not specified in the Progressions documents. Omit Lesson 31, and instead, embed analysis of division situations throughout later lessons. Omit Lesson 33, and embed into Lesson 30 the discussion of the connection between division using the area model and division using the algorithm. Look ahead to the Pacing Suggestions for Module 4. Consider partnering with the art teacher to teach Module 4’s Topic A simultaneously with Module 3.
31		NY-4.OA.2	Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.		Week 7 10/18-10/22		L5		L6		Flex Day to Dive Deep		L7		L8		Topic B	Multiplication by 10, 100, and 1,000 4.NBT.5
32		NY-4.MD.3	Apply the area and perimeter formulas for rectangles in real world and mathematical problems.		Week 8 10/25-10/29		L9		Flex Day to Dive Deep		L11		L12		L13		Topic C-D	Multiplication of up to Four Digits by Single-Digit Numbers 4.NBT.5 Multiplication Word Problems 4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.5
33		NY-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.		Week 9 11/1-11/5		Flex Day to Dive Deep		Conference Day		Mid Assessment Optional		L34		Half Day		After the mid-module assessment is given, we suggest you jump ahead to Topic H to continue with multiplication. The idea of multiplying 2-digit by 2-digit numbers can be extended using the same area model (box method) approach. Students can see the partial products and can begin to make sense of the traditional algorithm for multiplying larger numbers. It is not expected for students to become fluent with that algorithm, but flexible enough to solve a 2-digit by 2-digit multiplication problem using any method.
34		NY-4.OA.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.		Week 10 11/8-11/12		L35		L36		L37-38		No School		L14		Topic H	Multiplication of Two-Digit by Two-Digit Numbers 4.NBT.5
35		NY-4.OA.3a	Represent these problems using equations or expressions with a letter standing for the unknown quantity.		Week 11 11/15-11/19		L15		L16		L17		L18		Optional/ Extension L19		Topic E	Division of Tens and Ones with Successive Remainders 4.NBT.6
36		NY-4.OA.3b	Assess the reasonableness of answers using mental computation and estimation strategies including rounding.		Week 12 11/22-11/26		Optional/ Extension L20		Optional/ Extension L21		No School		No School		No School		Topic E	Division of Tens and Ones with Successive Remainders 4.NBT.6	Lessons 20-21 use the area model to show division. Although useful to build the conceptual understanding of the abstract algorithm, it involves the distributive property of division. It also requires quite a bit of fluency and flexibility among students. It is not uncommon for both students and teachers to struggle with this model. We are suggesting you omit it for the whole group and use it only in small group work if it seems appropriate for your learners. Lessons 22-25 are on the divisibility rules and can be addressed in the right moment when needing to identify both factors and multiples of a number (4.OA.4). These terms and strategies should be used with students but maybe use your "extra days" coming up to practice with finding factors and multiples of a number and relating this to the division algorithm.
37		NY-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.		Week 13 11/29-12/3		L22		Optional/ Extension L23		L24		Extension/ Optional L25		L26		Topic F	Reasoning with Divisibility 4.OA.4
38		NY-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.		Week 14 12/6-12/10		L27		L28		L29		L30		Half Day		Topic G	Division of Thousands, Hundreds, Tens, and Ones 4.OA.3, 4.NBT.6
39		NY-4.OA.4			Week 15 12/13-12/17		Optional/ Extension L31		L32		L33		Flex Day to Dive Deep		End-Module Assessment		Topic G	Division of Thousands, Hundreds, Tens, and Ones 4.OA.3, 4.NBT.6	Leson 31 is optional even though it is a big idea of division. If you dont need the extra day to practice, you might want to explore the ideas in this lesson with students.
40	December 20 - January 21						M		T		W		TH		F
41	RCSD Module 4 Overview Angle Measure and Plane Figures	NY-4.G.1	Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.	This module suggests 15 instructional days plus 2 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.	Week 16 12/20-12/24		L1		L2		L3		L4		No School		Topic A	Lines and Angles 4.G.1	Topic A could be taught simultaneously with Module 3 during an art class. Topics B and C could be taught directly following Module 3, prior to Module 5, since they offer excellent scaffolding for the fraction work of Module 5. Topic D could be taught simultaneously with Module 5, 6, or 7 during an art class when students are served well with hands-on, rigorous experiences. Keep in mind that Topics B and C of this module are foundational to Grade 7’s missing angle problems.
42		NY-4.MD.5	Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.		Week 17 1/3-1/7		L5		L6		L7		L8		Flex Day to Dive Deep		Topic B	Angle Measurement 4.MD.5, 4.MD.6
43		NY-4.MD.5a	Recognize 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.		Week 18 1/10-1/14		L9		L10		L11		Extension/ Optional L12		Extension/ Optional L13		Topic C	Problem Solving with the Addition of Angle Measures 4.MD.7
44		NY-4.MD.5b	Recognize an angle that turns through n one-degree angles is said to have an angle measure of n degrees.		Week 19 1/17-1/21		No School		Extension/ Optional L/14		Extension/ Optional L/15		Extension/ Optional L/16		End-Module Assessment		Topic D	Two-Dimensional Figures and Symmetry 4.G.1, 4.G.2, 4.G.3
45		NY-4.MD.6	Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.														Notes: Potential for collaboration with the ARTS Department Consider studying Piet Mondrian's paintings to introduce parallel and prependicular lines https://www.piet-mondrian.org/
46		NY-4.MD.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.
47		NY-4.G.2a	Identify and name triangles based on angle size (right, obtuse, acute).
48		NY-4.G.2b	Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.
49		NY-4.G.2c	Identify and name all quadrilaterals with four right angles as rectangles.
50		NY-4.G.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.
51	January 24- April 14						M		T		W		TH		F
52	Module 5 Fraction, Equivalence, Ordering, and Operations Mission 5 Equivalent Fractions	NY-4.NF.3b	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.	This module suggests 39 instructional days plus 3 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.	Week 20 1/24-1/28		L1		L2		L3		Optional Extension L4		L5		Topic A	Decomposition and Fraction Equivalence 4.NF.3b, 4.NF.4a	For Module 5, consider the following modifications and omissions. Study the objectives and the sequence of problems within Lessons 1, 2, and 3, and then consolidate the three lessons. Omit Lesson 4. Instead, in Lesson 5, embed the contrast of the decomposition of a fraction using the tape diagram versus using the area model. Note that the area model’s cross hatches are used to transition to multiplying to generate equivalent fractions, add related fractions in Lessons 20 and 21, add decimals in Module 6, add/subtract all fractions in Grade 5’s Module 3, and multiply a fraction by a fraction in Grade 5’s Module 4. Omit Lesson 29, and embed estimation within many problems throughout the module and curriculum. Omit Lesson 40. Line plots are part of Lesson 28 and can also be reinforced within social studies or science. Be aware that there is a line plot question on the End-of-Module Assessment.
53		NY-4.NF.4a	Understand a fraction a/b as a multiple of 1/b.		Week 21 1/31-2/4		Flex Day to Dive Deep		L6		L7		L8		L9		Topic B	Fraction Equivalence Using Multiplication and Division 4.NF.1
54		NY-4.NF.1	Explain why a fraction a/b is equivalent to a fraction (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.		Week 22 2/7-2/11		L10		L11		L12		Optional Extension L13		L14		Topic C	Fraction Comparison 4.NF.2
55		NY-4.NF.2	Compare two fractions with different numerators and different denominators. 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.		Week 23 2/14-2/18		L15		L16		L17		L18		Flex Day to Dive Deep		Topic D	Fraction Addition and Subtraction 3.NF.3a, 4.NF.3d
56		NY-4.NF.3a	Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.		Week 24 2/28-3/4		L19		L20/21		L22		Optional Mid-Module Assessment		Half Day		Topic D	Fraction Addition and Subtraction 3.NF.3a, 4.NF.3d
57		NY-4.NF.3d	Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.		Week 25 3/7-3/11		L23		L24/25		L27		L/28		Flex Day to Dive Deep		Topic E	Extending Fraction Equivalence to Fractions Greater Than 1 4.NF.2, 4.NF.3, 4.MD.4
58		NY-4.NF.3	Understand a fraction a/b with a > 1 as a sum of fractions 1/b.		Week 26 3/14-3/18		Flex Day to Dive Deep		L30		L31		L32		Flex Day to Dive Deep		Topics E/F
59		NY-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.		Week 27 3/21-3/25		L33		L34		L35/36		Flex Day to Dive Deep		L37/38		Topic F	Addition and Subtraction of Fractions by Decomposition 4.NF.3c
60		NY-4.NF.3c	Add and subtract mixed numbers with like denominators.		Week 28 3/28-4/1		L39		L40		Flex Day to Dive Deep		Flex Day to Dive Deep		End-Module Assessment		Topic G	Repeated Addition of Fractions as Multiplication 4.NF.4
61		NY-4.NF.4	Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.
62	Testing: April 4 - April 29
63	Test Prep / Review			12	Week 29 4/4-4/8		Use April Content Matrix for Grade 4
64	Test Prep / Review				Week 30 4/11-4/15		Half Day		Conference Day		Flex Day to Dive Deep		Flex Day to Dive Deep		No School
65	Testing Window				Week 31 4/25-4/29				NYS Math Grades 3-8		NYS Math Grades 3-8		NYS Math Grades 3-8
66	May 5 - June 1
67	Module 6 Decimal Fractions	NY-4.NF.6	Use decimal notation for fractions with denominators 10 or 100.		Week 32 5/2-5/6		L1		L2		L3		L4		Flex Day to Dive Deep		Topic A	Exploration of Tenths 4.NF.6
68		NY-4.NF.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. *Note: 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.		Week 33 5/9-5/13		L6		L7/8		Half Day		Conference Day		Flex Day to Dive Deep		Topic B	Tenths and Hundredths 4.NF.5
69		NY-4.NF.7	Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.		Week 34 5/16-5/20		Flex Day to Dive Deep		Flex Day to Dive Deep		L10/11		L12		4.NF.5		Topic C	Decimal Comparison 4.NF.7
70					Week 35 5/23-5/27		4.NF.6		4.NF.7		Flex Day to Dive Deep		Flex Day to Dive Deep		Flex Day to Dive Deep		Topic D	Addition with Tenths and Hundredths 4.NF.5
71					Week 36 5/30-6/3		No School		Flex Day to Dive Deep		End-Module Assessment						Topic E	Money Amounts as Decimal Numbers 4.MD.2
72	June 2 - June 22							M		T		W		TH		F
73	Module 7 Exploring Measurement with Multiplication	NY-4.OA.1	Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.		Week 36-39 Materials		Use the last few weeks to make decisions based on the needs for your class. Spiral review material is provided to strengthen students' knowledge on the focus standards. Materials are also provided for the concepts taught in Module 7.										Topic A	Measurement Conversion Tables 4.OA.1, 4.OA.2, 4.MD.1
74		NY-4.OA.2	Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.														Topic B	Problem Solving with Measurement 4.OA.2, 4.OA.3, 4.MD.1, 4.MD.2
75		NY-4.MD.1	Know relative sizes of measurement units: ft., in.; km, m, cm Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit. Record measurement equivalents in a two-column table.														Topic B	Problem Solving with Measurement 4.OA.2, 4.OA.3, 4.MD.1, 4.MD.2
76		NY-4.OA.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.		Week 39 6/20-6/23		Cont.						Last Day		No School for Students
77		NY-4.OA.3a	Represent these problems using equations or expressions with a letter standing for the unknown quantity.
78		NY-4.MD.2	Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.
79		NY-4.MD.2a	Solve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
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