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2 | Mathematics Grade 4 | |||||||||||||||||||||||

3 | Planning Grid (Gantt Chart) | |||||||||||||||||||||||

4 | Links to Materials | Sequence instruction by academic year quarter. | ||||||||||||||||||||||

5 | Click colored cells to download: Worksheet Series / Activities / Related Videos/ Links | Indicate when you are introducing a skill by flagging the appropriate quarter green. | ||||||||||||||||||||||

6 | Worksheet #1 | π½ Related Video | Worksheet #2 | Related Link | Worksheet #3 | Worksheet #4 | Flag the skill red when students will practice the skill on independent assignments (homework). | |||||||||||||||||

7 | Same background color indicates that these resources are related. Precursor skills are different colors. | |||||||||||||||||||||||

8 | Blue flag: priority skill- to be assessed on Progress Monitoring Tests | Grade 4 Supplemental Math Reference Sheet 2018-2019 | Instructional level of skill: flag green | Independent level of skill: flag red. | ||||||||||||||||||||

9 | Q1 | Q2 | Q3 | Q4 | ||||||||||||||||||||

10 | Base Ten Coding and Place Value | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | |||||||||||||||||||

11 | 4.NBT.1 | Recognize that in multi-digit whole numbers less than or equal to 1,000,000, a digit in any place represents ten times what it represents in the place to its right. For example, recognize that 700 Γ· 70 = 10 by applying concepts of place value and division. | ||||||||||||||||||||||

12 | x magnitudes of 10 | |||||||||||||||||||||||

13 | 4.NBT.2 | Read and write multi-digit whole numbers less than or equal to 1,000,000 using base-ten numerals, number names, and expanded form. | ||||||||||||||||||||||

14 | Jolly Roger Place Value Game | |||||||||||||||||||||||

15 | 4.NF.7 | Compare two decimals to hundredths by reasoning about their size: e.g., .6 > .59. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, <, and justify the conclusions, e.g., by using a visual model. | ||||||||||||||||||||||

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17 | 4.NF.2 | Compare two decimal fractions with different numerators and different denominators (for fractions with denominators 5, 10, and 100), 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 <, [in the context of whole numbers] and justify the conclusions, e.g., by using a visual fraction model. | ||||||||||||||||||||||

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19 | 4.NF.2 | Compare two fractions with different numerators and different denominators (for fractions with denominators 2, 3, 4, and 12), 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 <, [in the context of whole numbers] and justify the conclusions, e.g., by using a visual fraction model. | ||||||||||||||||||||||

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21 | 4.NF.2 | Compare two fractions with different numerators and different denominators (for fractions with denominators 6 and 8), 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 <, [in the context of whole numbers] and justify the conclusions, e.g., by using a visual fraction model. | ||||||||||||||||||||||

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23 | 4.NBT.3 | Use place value understanding to round multi-digit whole numbers less than or equal to 1,000,000 to any place. | ||||||||||||||||||||||

24 | Round Tens w/ Up Down Triangles and Base ten Blocks | Round whole numbers w/up down triangles | ||||||||||||||||||||||

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26 | Q1 | Q2 | Q3 | Q4 | ||||||||||||||||||||

27 | Whole Number Operations and Procedures | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | |||||||||||||||||||

28 | 4.NBT.4 | Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm. | ||||||||||||||||||||||

29 | Add and subtract review and generate 2x using diagrams, 2 x md | Base Ten Model 123 Addition and Subtraction Template | Base Ten block +- 3 digit template | |||||||||||||||||||||

30 | 4.OA.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. | ||||||||||||||||||||||

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32 | 4.OA.1 | Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 Γ 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. | ||||||||||||||||||||||

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34 | 4.OA.3a | Know multiplication facts and related division facts through 12 x 12. | ||||||||||||||||||||||

35 | Multiplication and Division Facts for the Whole-to-Part Visual Learner Fluency Program | |||||||||||||||||||||||

36 | Click for book link. | Diagram Facts Dry Erase | π½ Woodin Ladder Chart Instructional Video | Color Coded Ladder Chart with Divisibility Rule References | ||||||||||||||||||||

37 | 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. | ||||||||||||||||||||||

38 | Snap Cube Factoring | Clock Factors | ||||||||||||||||||||||

39 | 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, | ||||||||||||||||||||||

40 | Single by 3-digit Key Factor template | Single by 3 Digit Key Factor 2 problem Template | ||||||||||||||||||||||

41 | 4 fact to 1d x 3d est | 2x md estimate and rank first | 5xmd Est Rank 1st | 9x md Est Rank 1st | 9x MD Check and Correct | Rainbow 1d x md | ||||||||||||||||||

42 | 4.NBT.5 | Multiply two two-digit numbers based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | ||||||||||||||||||||||

43 | Ballistic VMI Multidigit Multiplication Drill Template | 2d x 2d Model Pipe Plans | 2d x 2d Base 10 Block Area - w color | 2-digit x 2-digit Fading Templates | Templates for 2-Digit X | 2d x 2d highlight template | ||||||||||||||||||

44 | π½ Ballistic VMI Multidigit Multiplication Drill Instructional Movie | Inductive Composite Area 2dx2d Matrix | 2d x 2d Base 10 Block Area - book version b/w | MDX with Estimate 2-Digit x 2Digit | π½ 2d x 2d highlight movie | |||||||||||||||||||

45 | 20 x 2d Magnitudes of 10 | 50 x 2d Magnitudes of 10 | Multidigit x All Products are the Same Research Facts | |||||||||||||||||||||

46 | 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. | ||||||||||||||||||||||

47 | π½ Use shoes as manipulatives to learn division by 2 with a fractional remainder | Division Icon Steps and Poster | Divide by 5 With Fractional Remainder Scaffolded Facts | Divide by 9 With Fractional Remainder Scaffolded Facts | Division Template | |||||||||||||||||||

48 | Semantic Division | Divide by 2 With Fractional Remainder Scaffolded Facts | 5x Clock-Based Division with a Remainder | Mixed Multiplication and Division Computation With Diminishing Structure | ||||||||||||||||||||

49 | ||||||||||||||||||||||||

50 | 4.OA.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. | ||||||||||||||||||||||

51 | ||||||||||||||||||||||||

52 | 4.OA.3 | Solve multi-step word problems posed with whole numbers and having whole-number answers including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess reasonableness using estimation. | ||||||||||||||||||||||

53 | 4 Operation Problem Classification Using Graphic Organizers | π½ Problem type classification Video | 6 Problem sets for graphic organizer templates | More 6-problem SLIDE sets for Graphic Organizer Template | Solve Various Word Problems Using Graphic Organizer Templates | |||||||||||||||||||

54 | 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. | ||||||||||||||||||||||

55 | Buy 3 things sum Change | 10 share Stock Unit | Add decimal numbers using a graphic organizer "Box dollar shade penny" | π½ Box Dollar Shade Penny Video | ||||||||||||||||||||

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57 | Q1 | Q2 | Q3 | Q4 | ||||||||||||||||||||

58 | Fractions | Instructional Article: | Durable Images Teach Fractions | Fraction Frame Template | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||

59 | 4.NF.1 | For fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100, explain why a fraction a/b is equivalent to a fraction (n Γ a)/(n Γ 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, including fractions greater than 1. | ||||||||||||||||||||||

60 | Encode Fraction Universe | Initial Fraction Universe Encoding Model | Fraction Universe fractions equivalent to 1/2 movie | Durable Image Fraction Models | Encode fractions and equivalents with Universe Diagram | Expand and Simplify Fractions While Practicing Fact Families and the Multiplication Table Area Model | ||||||||||||||||||

61 | 4.NF.2 | Compare two decimal fractions with different numerators and different denominators (for fractions with denominators 2, 5, 10, and 100), 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 <, [in the context of whole numbers] and justify the conclusions, e.g., by using a visual fraction model. | ||||||||||||||||||||||

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63 | 4.NF.2 | Compare two fractions with different numerators and different denominators (for fractions with denominators 2, 4, and 8), 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 <, [in the context of whole numbers] and justify the conclusions, e.g., by using a visual fraction model. | ||||||||||||||||||||||

64 | π½ Kinesthetic Line plot of fractions 1/2 and 4ths internal reference frame | π½ Kinesthetic Line plot of fractions within an inch external reference frame | ||||||||||||||||||||||

65 | 4.NF.2 | Compare two fractions with different numerators and different denominators (for fractions with denominators 2, 3, 6 and 12 ), 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 <, [in the context of whole numbers] and justify the conclusions, e.g., by using a visual fraction model. | ||||||||||||||||||||||

66 | Fraction Graphic Organizer Cards and Templates to Rename and add | π½Video for Fraction Graphic Organizer Cards and Templates to Rename and add | Ant Cards | |||||||||||||||||||||

67 | 4.NF.3.a | Understand addition and subtraction of fractions (with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100) as joining and separating parts referring to the same whole (the whole can be a set of objects). | ||||||||||||||||||||||

68 | Graphic Organizer to Encode and add type 1 within Fraction Universe Diagram | π½ Encode equivalent forms of semantic based fractions with Fraction Universe model | Add Type 1 Fractions with Common Denominators and Durable Images | Add and Subtract Fractions Type 1 Students Encode, then Set-up Problems | ||||||||||||||||||||

69 | 4.NF.3.b | 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. | ||||||||||||||||||||||

70 | π½ Convert improper fractions to mixed numbers with Fraction Universe model | Improper to mixed number worksheet series. | ||||||||||||||||||||||

71 | 4.NF.3.c | Add and subtract mixed numbers with like denominators (2, 3, 4, 5, 6, 8, 10, 12, and 100) including a regrouping step (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.) | ||||||||||||||||||||||

72 | ||||||||||||||||||||||||

73 | 4.NF.3.d | Solve word problems involving addition and subtraction of fractions (with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100) referring to the same whole and having like denominators, e.g., by using drawings or visual fraction models and equations to represent the problem. | ||||||||||||||||||||||

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75 | ||||||||||||||||||||||||

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77 | 4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number (denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100). | ||||||||||||||||||||||

78 | Multiply whole numbers by 1/2 three Ways: | Multiply whole numbers by 1/10 three ways | Multiply whole numbers by 1/4 three ways | Multiply whole numbers by 1/5 three ways | ||||||||||||||||||||

79 | 4.NF.4.a | Understand a fraction a/b as a multiple of 1/b: 5/4 =5 Γ 1/4. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). | ||||||||||||||||||||||

80 | ||||||||||||||||||||||||

81 | 4.NF.4.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. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. In general, n x (a/b) = (nxa)/b. | ||||||||||||||||||||||

82 | ||||||||||||||||||||||||

83 | 4.NF.4.c | 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? | ||||||||||||||||||||||

84 | Whole number x unit fraction word problems | |||||||||||||||||||||||

85 | 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. For example, express 3/10 as 30/100 and ad 3/10 + 4/100 = 34/100. | ||||||||||||||||||||||

86 | Add Decimal Fractions in Tandem | |||||||||||||||||||||||

87 | 4.NF.6 | Use decimal notation to represent fractions with denominators 10 or 100: e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; location 0.62 on a number line diagram. | ||||||||||||||||||||||

88 | Tactile Currency Worksheet | Encode Decimal Fractions | ||||||||||||||||||||||

89 | ||||||||||||||||||||||||

90 | Q1 | Q2 | Q3 | Q4 | ||||||||||||||||||||

91 | Measurement and Data | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | |||||||||||||||||||

92 | 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: e.g., a 4 ft snake is 48 in. long. Within a single ssytem of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. | ||||||||||||||||||||||

93 | ||||||||||||||||||||||||

94 | 4.MD.4 | Make a line plot (dot plot) representation to display a data set of measurements in fractions of a unit (1β2, 1β4, 1β8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (dot plots). For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | ||||||||||||||||||||||

95 | π½ Kinesthetic Line plot of fractions within an inch | Spring Twig Growth Unit quarter inch | ||||||||||||||||||||||

96 | precursor | Solve problems involving linear measurement to the nearest 1/8 inch | ||||||||||||||||||||||

97 | Spring Twig Growth Unit quarter inch | |||||||||||||||||||||||

98 | 4.MD.5 | |||||||||||||||||||||||

99 | π½ Kinesthetic Line plot of fractions 1/2 and 4ths internal reference frame | π½ Kinesthetic Line plot of fractions within an inch external reference frame | ||||||||||||||||||||||

100 | 4.MD.5a | Understand concepts of angle measurement: 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 βone-degree angle,β and can be used to measure angles. |

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