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Unit pacing: 4 Weeks
Unit start: April 27
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Unit Overview and Enduring UnderstandingsIn this unit, students will be working on their ability to identify types of measurement, read and interpret data, and continue to build on their geometry skills.


Enduring Understandings:
What will students understand (about what big ideas) as a result of the unit?
1. Familiarity with different units of measurement within a single system is essential. Knowing the relative sizes of units helps in making accurate and meaningful measurements.
2. Converting measurements from larger units to smaller units and vice versa is a fundamental skill.
3. Recording measurement equivalents in a two-column table helps organize and visualize data.
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Essential QuestionsThese questions aim to help students understand and apply the four operations in the context of real-world measurement problems, use various representations to solve these problems, and recognize the importance of accuracy and conversion in measurement.
1. What strategies can we use to decide whether to add, subtract, multiply, or divide in a given problem?
2. How can understanding the context of a problem help us choose the appropriate operation?
3. What are some common units of measurement for distance, time, volume, mass, and money?
4. How can we apply our knowledge of these units to solve practical problems?
5. What are some common mistakes to avoid when working with measurements and operations?
6. How can we check our work to ensure our solutions are accurate?
7. What are some real-life situations where we need to use measurements and operations, such as cooking, budgeting, or planning travel?
8. How does being proficient in these skills benefit us in practical scenarios?



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Content DomainEssential StandardsSupporting StandardsConceptsSkillsStrategies/ModelsVocabularyEvidence of MasteryAssessmentsDistrict Aligned Resources
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Conceptual Understanding4.MD.A.1- Know relative sizes of measurement units within one system of units which coud include 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 and in a smaller unit in terms of a larger unit. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48in. Generate a conversion table for feet and inches listing the number pairs (1, 12), 2, 24), (3, 36). Key Concepts for 4.MD.A.1
-Identify standard units within one system (inches, feet, grams, liters, minutes)
-Know how many smaller units equal one larger unit
-Multiply to convert larger units to smaller units
-Divide to convert smaller units to larger units
-Create and read tables to show equivalent measurements (feet to inches)
-Solve problems involving unit conversions 		Key skills for 4.MD.A.1
-Recognize and compare units and understand how they relate in a system
-Convert between units using multiplication or division
-Create and interpret conversion tables
-Apply conversions to real life situations and explain the process
customary (mile/yard*/feet*/inch;
gallon/quart/pint/cup/fluid ounce;
ton/pound/ounce)
equivalent*
metric (kilometer/meter/centimeter/millimeter;
liter/milliliter; kilogram*/gram*/milligram)
measurement		See: Performance Level Descriptors

Students will answer questions on Galileo.

Mastery: 80- 100%

Approaching Mastery: 60-79%

Developing Mastery: 40-59%

Emerging Mastery: 0-39%		Students will take a Galileo CFA quiz to assess their current understanding of measurement at the halfway part (middle of week 2) of the unit.

Students will then take a summative Galileo CFA end-of-unit test that will encompass all standards and skills that were learned. 		Into Math
Module 19
Module 20
Module 21
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Application4.MD.A.2- Use the four operations to solve word problems in real-world context involving distances, intervals of time (hr, min, sec), liquid volumes, masses of obkects, and money, inlcuding decimals and problems involving fractions with like denominators, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using a variety of representations. including number lines that feature a measurment scale. Key Concepts for 4.MD.A.2
-Know and apply units of distance, time, volume, mass, and money
-Add, subtract, multiply, and divide to solve real-world problems involving measurements
-units of money and measurement are related to decimals and fractions
-Express larger units in terms of smaller ones (60 minutes is the same as 1 hour)
-Use number lines, diagrams, and other visuals to model and solve problems involving measurement quantities		Key Skills for 4.MD.A.2
-Apply all four operations to solving problems involving time, distance, volume, mass, and money.
-Work accurately with decimals and like fractions
-Convert measurements between units
-Represent measurement problems visually
word problems
hour
minute
second
liquid volume
mass
money
decimals
denominator
measurement
term
unit
number
line
scale
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4.NBT.B.4- Fluently add and subtract multi-digit whole numbers using a standard algorithm.

4.NBT.B.5- Multiply a whole number of up tp 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 explaing the calculation by using equations, rectangular arrays, and/or area models.		4.MD.B.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.Key concepts for 4.NBT.B.4:
- 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. For example, in the number 700, the 7 represents 7 hundreds, which is ten times the value of the 7 in the tens place.

- This understanding is essential for regrouping (carrying and borrowing) during addition and subtraction.

- Achieve fluency in basic addition and subtraction facts within 20. This fluency supports efficient computation and reduces cognitive load during more complex operations.

- Develop proficiency in regrouping, which involves carrying over in addition and borrowing in subtraction. This skill is crucial for handling sums and differences that exceed the value of a place value position.

- Apply the standard algorithms for addition and subtraction fluently, which involves performing the steps of the algorithm correctly and efficiently.

Key Concepts for 4.NBT.B.5
- Recognize that in a multi-digit number, a digit in one place represents ten times what it represents in the place to its right. For example, in the number 345, the digit 3 represents 300, 4 represents 40, and 5 represents 5.

- Quick recall of multiplication facts (e.g., 7 × 8 = 56) is essential. This fluency allows students to efficiently apply strategies like partial products and area models without being hindered by basic fact retrieval.

- Understand and apply the following properties:
Commutative Property: a × b = b × a
Associative Property: (a × b) × c = a × (b × c)
Distributive Property: a × (b + c) = (a × b) + (a × c)
Identity Property: a × 1 = a

-Breaking numbers into their place value components is a key skill. For instance, 45 can be decomposed into 40 and 5. This decomposition aids in applying strategies like partial products and area models.

- Represent multiplication problems using:
Rectangular Arrays: Grids that visually demonstrate the concept of multiplication.
Area Models: Rectangles divided into smaller sections to represent place value components.

Key Skills for 4.NBT.B.4:
-Recognize that in a multi-digit number, a digit in one place represents ten times what it represents in the place to its right.

-Achieve fluency in basic addition and subtraction facts within 20 to support efficient computation.

-Develop proficiency in regrouping, which involves carrying over in addition and borrowing in subtraction, to handle sums and differences that exceed the value of a place value position.

-Apply the standard algorithms for addition and subtraction fluently, performing the steps of the algorithm correctly and efficiently.

Key Skills for 4.NBT.B.5
-Recognize that digits in a multi-digit number represent specific place values (ones, tens, hundreds, etc.).

-Quick recall of multiplication facts (e.g., 7 × 8 = 56) is essential for efficient calculation.

-Break numbers into their place value components (e.g., 45 = 40 + 5) to facilitate multiplication.



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Considerations:**Consider your students' prerequisite knowledge and understanding when driving the pace of your unit.
Consider that while these are only supporting standards in 4th grade, this will be the starting point of prerequisite knowledge for students as they will use it in middle school and high school.
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