ELEMENTARY BASIC SKILLS SUBJECT: MATH GRADE: 4 2016-17/4th...APPROVED BY BOARD OF EDUCATION SEPTEMBER 24, 2013 ELMWOOD PARK PUBLIC SCHOOLS ELEMENTARY BASIC SKILLS SUBJECT: MATH GRADE:

APPROVED BY BOARD OF EDUCATION SEPTEMBER 24, 2013 ELMWOOD PARK PUBLIC SCHOOLS

ELEMENTARY BASIC SKILLS

SUBJECT: MATH

GRADE: 4

ABSTRACT The focus of mathematics at the fourth grade level is to establish a foundation upon which second concepts can be built. Fourth grade students are introduced to basic mathematics through problem solving and using manipulation. Fourth

graders will focus on grade level basic skills with the initiative to create a solid basis that is required for advancement.

2 APPROVED BY BOARD OF EDUCATION SEPTEMBER 24, 2013 ELMWOOD PARK PUBLIC SCHOOLS

GRADE 4

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Operations & Algebraic Thinking 4.OA.A.1-3, B.4, C.5

Number & Operations in Base Ten 4.NBT.A.1-3, B.4-6

Number & Operations- Fractions 4.NF.A.1-2, B.3-4, C.5-7

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Students will use the four operations with whole numbers to solve problems, gain familiarity with factors and multiples in the range 1-100, and generate and analyze patterns.

Students will be able to generalize place value understanding for multi-digit whole numbers, and use place value understanding and properties of operations to perform multi-digit arithmetic.

Students will extend understanding of fraction equivalence and ordering, build fractions from unit fractions, and understand decimal notation for fractions, and compare decimal fractions.


GRADE 4

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

1. How do I determine whether to multiply or divide in a word problem?

2. How can multiples be used to solve problems?

3. How can numbers be broken down into its smallest factors?

4. How do you find the prime factors?

5. What is the difference between prime and composite?

6. How can I use what I know about repeated subtraction, equal sharing, and forming equal groups to solve division problems?

1. How can multiples be used to help solve problems?

2. How does understanding place value help you solve double digit addition and subtraction problems?

3. How are place value patterns repeated in large numbers?

4. Why is place value important?

5. What information and strategies would you use to solve a multi-step word problem?

1. How do I use concrete materials and drawings to show understanding of fractions?

2. How do I explain the meaning of a fraction and its numerator and denominator?

3. How can models help us understand fractions?

4. How do I use decimal notation for fractions?

5. How can I use fractions in real life?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance

• Class discussions • Student participation




GRADE 4

tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Warm up activities and routines

• Exploratory activities • Math manipulatives • Communicating

effectively


• Exploratory activities • Math manipulatives • Communicating

effectively


• Exploratory activities • Math manipulatives • Communicating effectively

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Summative assessments (quizzes/unit tests/teacher made tests)

• Projects • Practice worksheets • Open ended responses

(formal/informal) • Peer assessment of each

other’s work • Teacher observation









RESOURCES:

• Math Connects, Macmillan McGraw-Hill



STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.


GRADE 4

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Solve multistep problems

• Use mental computation and estimation

• Find all factor pairs for a whole number in the range 1-100

• Multiply or divide to solve word problems

• Recognize prime and composite numbers

• Distinguish multiplicative comparisons as multiplication equations

• Read and write multi-digit whole numbers using base-ten numerals

• Compare two multi-digit numbers

• Use place value to round multi-digit whole numbers

• Add and subtract multi-digit numbers

• Multiply a whole number of up to four digits by one—digit whole number

• Multiply two two-digit numbers

• Use math symbols while writing equations

• Find whole number quotients

• Compare two fractions with different numerators and different denominators (by creating common denominators or numerators)

• Record results of comparison

• Add and subtract fractions with the same denominator

• Add and subtract mixed numbers with like denominators

• Solve word problems involving addition and subtraction of fractions

• Multiply a fraction by a whole number

• Compare two decimals to hundredths by reasoning about their size

• Use decimal notation for fractions with


GRADE 4

denominators 10 or 100

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

Technology, Writing, Science, 21st Century Life and Career- lessons will include summative and formative assessments



*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners.


O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. GRADE 4

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Measurement & Date 4.MD.A.1-3, B.4, C.5-7

Geometry 4.G.A.1-3

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Students will be able to solve problems involving measurement and conversion of measurements, represent and interpret data, and understand concepts of angle and measure angles.

Students will be able to draw and identify lines and angles, and classify shapes by properties of their lines and angles.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

1. What is the difference between a point, ray, line, line segment?

2. How are points, lines, line segments, rays, and angles related?

3. How are angles measured? 4. How are angles classified? 5. What tools and units are

used to measure the attributes of an object?

6. How do you decide which unit of measurement to use?

7. How can I measure length,

1. How are angles measured? 2. How are angles classified? 3. What is the difference

between a point, ray, line, line segment?

4. How are points, lines, line segments, rays, and angles related?

5. Where would you find symmetry?

6. Why is symmetry important?

7. How can objects be represented and compared


GRADE 4

mass and capacity by using non-standard units?

8. What is perimeter and how is it measured?

9. How do I measure accurately to the nearest inch or centimeter?

10. How can I represent the same amount of money using different combinations of coins?

11. How can I represent various amount of money using decimal notation and the symbols for cents or dollars?

using geometric attributes?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the

• Class discussions • Student participation • Warm up activities and

• Class discussions • Student participation • Warm up activities and


GRADE 4

desired understandings?) (By what criteria will performances of understanding be judged?)

routines • Exploratory activities • Math manipulatives • Communicating

effectively

routines • Exploratory activities • Math manipulatives • Communicating

effectively

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)









RESOURCES:




GRADE 4

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Study relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

• Record measurement equivalents in a two-column table

• Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money

• Represent measurement quantities using diagrams such as a number line diagrams with measurement scales

• Apply the area and perimeter formulas for rectangles

• Make a line plot to display data

• Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines

• Identify and draw right, acute, and obtuse angles

• Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines

• Recognize right triangles • Draw and identify lines of

symmetry • Identify line-symmetric

figures


GRADE 4

• Recognizes angles as geometric shapes that are formed wherever two rays share a common endpoint

• Use protractor to measure angles

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)




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ELEMENTARY BASIC SKILLS SUBJECT: MATH GRADE: 4 2016-17/4th...APPROVED BY BOARD OF EDUCATION SEPTEMBER 24, 2013 ELMWOOD PARK PUBLIC SCHOOLS ELEMENTARY BASIC SKILLS SUBJECT: MATH GRADE: