Grade Four Mathematics Curriculum Map Module 1

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.Module 3 (Operations and Algebraic Thinking)Factors, Multiples, and Patterns (Approximately 6 Days)Highlighted MathPracticeMAFS.K.12.MP.8.1: Lookfor and express regularityin repeated reasoning.Click here for videoexamples from InsideMathematicsFlorida Math StandardStudents should be able to:MAFS.4.OA.2.4Investigate factors and multiples.1. Find all factor pairs for a whole number in therange 1–100.2. Recognize that a whole number is a multiple ofeach of its factors. Determine whether a givenwhole number in the range 1–100 is a multiple of agiven one-digit number.3. Determine whether a given whole number in therange 1–100 is prime or composite MAFS.4.OA.3.5Generate a number or shape pattern that follows agiven rule. Identify apparent features of the patternthat 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 observethat the terms appear to alternate between odd andeven numbers. Explain informally why the numberswill continue to alternate in this way MFAS TasksFind all factors of a number using a modelDetermine whether a number is a factor of agiven numberSolve problems by using the strategy make alistUnderstand the relationship between factorsand multiples, and determine whether anumber is a multiple of a given number.Determine whether a number is prime orcomposite Generate a number pattern and describefeatures of the pattern. Factor PairsMultiples of SixPrime or CompositeSuggested InstructionalResources Baseball CardsMultiply by FourDot Patterns DivisibilityFactors and MultiplesFactor Capture GameCreating Factor Pair"TreesFactor GameFactor Rainbows/ Primeand Composite StoryGo Math Lessons 5.1-5.5Chips Ahoy!Crossed Up HundredsBoardThe n-gon TrainGo Math Lesson 5.6Module 3 - Key VocabularyGrade 4 Math Modules – Page 9

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.factor, array, product, divisible, common factor, common multiple, multiple, composite number, prime number, pattern, termModule 3 - Additional Assessment ItemsMini Standards Assessment OA.3.5.pdfModule pdf 3 Assessment.Grade 4 Math Modules – Page 10

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.Module 4 (Numbers and Operations)Fractions (Approximately 30 Days)Highlighted MathPracticeMAFS.K.12.MP.8.1:Look for and expressregularity in repeatedreasoning.Click here for videoexamples from InsideMathematicsMAFS.K.12.MP.7.1:Look for and make useof structure.Click here for videoexamples from InsideMathematicsFlorida Math StandardMAFS.4.NF.1.1Explain why a fraction a/b is equivalent to a fraction(n a)/(n b) by using visual fraction models, withattention to how the number and size of the partsdiffer even though the two fractions themselves arethe same size. Use this principle to recognize andgenerate equivalent fractionsStudents should be able to: MAFS.4.NF.1.2Compare two fractions with different numeratorsand different denominators, e.g., by creatingcommon denominators or numerators, or bycomparing to a benchmark fraction such as 1/2.Recognize that comparisons are valid only whenthe two fractions refer to the same whole. Recordthe results of comparisons with symbols , , or ,and justify the conclusions, e.g., by using a visualfraction model MFAS TasksUse models to show equivalent fractions.Use multiplication to generate equivalentfractions.Write and identify equivalent fractions insimplest form.Use equivalent fractions to represent a pairof fractions as fractions with a commondenominatorUse the strategy make a table to solveproblems using equivalent fractions. Compare fractions using benchmarks.Compare fractions by first writing them asfractions with a common numerator or acommon denominatorCompare and order fractions. Suggested Instructional ResourcesAre the fractionsequivalent?Eating CakeEquivalence UsingA Number Line Equivalent FractionsAre You My Equal?What's the part? What's the whole?Chocolate FractionsEquivalent Fractions gameFraction LandGo Math lessons 6.1- 6.5Equivalent FractionsCompare FractionsComparing FourFifths and ThreeFourthsComparingFractionsCorn Farms Comparing FractionsAmazing Alice CookiesComparing Fractions with CupcakesFraction Line UpFraction War gameFraction ClotheslineFractions: Let's CompareFun With FractionsGo Math lessons 6.6.- 6.8Comparing FractionsGrade 4 Math Modules – Page 11

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.MAFS.K.12.MP.6.1:Attend to precisionClick here for videoexamples from InsideMathematicsMAFS.4.NF.2.3Understand a fraction a/b with a 1 as a sum offractions 1/b.1. Understand addition and subtraction offractions as joining and separating partsreferring to the same whole.2. Decompose a fraction into a sum of fractionswith the same denominator in more than oneway, recording each decomposition by anequation. Justify decompositions, e.g., by usinga visual fraction model. Examples: 3/8 1/8 1/8 1/8 ; 3/8 1/8 2/8 ; 2 1/8 1 1 1/8 8/8 8/8 1/8.3. Add and subtract mixed numbers with likedenominators, e.g., by replacing each mixednumber with an equivalent fraction, and/or byusing properties of operations and therelationship between addition and subtraction.4. Solve word problems involving addition andsubtraction of fractions referring to the samewhole and having like denominators, e.g., byusing visual fraction models and equations torepresent the problem Understand that to add or subtract fractionsthey must refer to parts of the same whole.Decompose a fraction by writing it as a sumof fractions with the same denominators.Use models to represent and find sumsinvolving fractions.Use models to represent and finddifferences involving fractions.Solve word problems involving addition andsubtraction with fractions.Write fractions greater than 1 as mixednumbers and write mixed numbers asfractions greater than 1.Add and subtract mixed numbersRename mixed numbers to subtractUse the properties of addition to addfractions.Use the strategy act it out to solve multistep fraction problems. Adding andSubtracting MixedNumbersAnna Marie and thePizzaDecomposingThree-FifthsFraction WordProblems Adding and Subtracting in the Real World(Unit Fractions)Decomposing FractionsLearning to Love Like DenominatorsLooking for Patterns in a Sequence ofFractionsMarshmallow MathRelay RacesGo Math lessons 7.1- 7.9Adding and Subtracting FractionsMixed Numbers and Improper FractionsGrade 4 Math Modules – Page 12

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.MAFS.K.12.MP.3.1:Construct viablearguments and critiquethe reasonableness ofothers.Click here for videoexamples from InsideMathematicsMAFS.K.12.MP.1.1:Make sense ofproblems andpersevere in solvingthem. Click here forvideo examples fromInside MathematicsMAFS.K.12.MP.4.1:Model withmathematics.Click here for videoexamples from InsideMathematicsMAFS.4.NF.2.4Apply and extend previous understandings ofmultiplication to multiply a fraction by a wholenumber.1. Understand a fraction a/b as a multiple of 1/b.For example, use a visual fraction model torepresent 5/4 as the product 5 (1/4),recording the conclusion by the equation 5/4 5 (1/4).2. Understand a multiple of a/b as a multiple of1/b, and use this understanding to multiply afraction by a whole number.For example, usea visual fraction model to express 3 (2/5) as6 (1/5), recognizing this product as 6/5. (Ingeneral, n (a/b) (n a)/b.)3. Solve word problems involving multiplicationof a fraction by a whole number, e.g., by usingvisual fraction models and equations torepresent the problem. For example, if eachperson at a party will eat 3/8 of a pound ofroast beef, and there will be 5 people at theparty, how many pounds of roast beef will beneeded? Between what two whole numbersdoes your answer lie? MAFS.4.NF.3.5Express a fraction with denominator 10 as anequivalent fraction with denominator 100, and usethis technique to add two fractions with respectivedenominators 10 and 100. For example, express3/10 as 30/100, and add 3/10 4/100 34/100. Write a fraction as a product of a wholenumber and a unit fraction.Write a product of a whole number and afraction as a product of a whole number anda unit fraction.Use a model to multiply a fraction by a wholenumber.Multiply a fraction by a whole number tosolve a problemUse the strategy draw a diagram to solvecomparison problems with fractions.Record tenths and hundredths as fractionsand decimals. Fractions andMultiplesHow Many OneFourths?How Much Sugar?Training for a RaceAdding Five TenthsHundredths andTenthsSeven TenthsTenths andHundredths Birthday Balloon PlannerExploring Fraction MultiplicationLooking for Patterns in a Sequence ofFractionsModeling Multiple Groups of FractionsModeling Multiplication with FractionsMultiple Bake Sale Cookie Recipes withfractional ingredientsSugar in six cans of sodaGo Math lessons 8.1-8.5 Multiplying Fractions Fractions and Decimals: tenths andhundredthsPlayground PicksShopping with Tenths and Hundredths(Lesson 3 of 3 in a Unit)We All Scream for ICE CREAM - MEAGo Math lessons 9.3, 9.6 Grade 4 Math Modules – Page 13

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.MAFS.K.12.MP.4.1:Model withmathematics.Click here for videoexamples from InsideMathematicsMAFS.4.NF.3.6Use decimal notation for fractions withdenominators 10 or 100. For example, rewrite0.62 as 62/100; describe a length as 0.62 meters;locate 0.62 on a number line diagram. Record tenths as fractions and as decimalsRecord hundredths as fractions and asdecimals.Translate among representations offractions, decimals, and money Decimals to FractionsFractions to DecimalsUsing BenchmarkDecimals on aNumber Line MAFS.4.MD.1.2Use the four operations to solve word problems1involving distances, intervals of time, and money,including problems involving simple fractions ordecimals2. Represent fractional quantities ofdistance and intervals of time using linear models. MAFS.4.NF.3.7Compare two decimals to hundredths byreasoning about their size. Recognize thatcomparisons are valid only when the two decimalsrefer to the same whole. Record the results ofcomparisons with the symbols , , or , andjustify the conclusions, e.g., by using a visualmodel Solve problems by using the strategy act itout. Compare decimals to hundredths byreasoning about their size. Kesha and JuanPiano LessonsRemote ControlMotorcycleShopping List Turns on aSkateboardUnderstandingAnglesWhat Is the Measureof the Angle? Decimal NotationCookies and TreatsCookies, Fractions and Decimals, Oh My!Donuts and DecimalsEquivalency Detectives: Fractions andDecimals!Farming FractionsField Day FractionsGo Math lessons 9.1, 9.2, 9.4Amazing Race-Elapsed TimeBanana County Public School-PaintersMEAMoney Managers!Most Famous Floridian of the 19th CenturyGo Math lesson 9.5Comparing DecimalsCell Phone InquiryUsing Place ValueComparing and Ordering DecimalsComparing DecimalsGo Math lesson 9.7Module 4 - Key Vocabularyequivalent fractions, denominator, fraction, numerator, simplest form, common factor, denominator, equivalent fractions, factor, numerator, commondenominator, common multiple, multiple, benchmark, common denominator, common numerator, fraction, unit fraction, denominator, numerator, mixednumber, simplest form, Associative Property of Addition, Commutative Property of Addition , Identity Property of Multiplication, decimal, decimalpoint, tenth, compare, fraction, place value, whole, hundredth, equivalent decimals, equivalent fractionsGrade 4 Math Modules – Page 14

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.Module 4 - Additional Assessment ItemsMini Standards Assessments NF.1.1.pdfMini Standards Assessments NF.1.2.pdfMini Standards Assessments NF.2.3.pdfMini Standards Assessments NF.2.4.pdfMini Standards Assessments NF.3.5.pdfMini Standards Assessments NF.3.6.pdfMini Standards Assessments NF.3.7.pdfModule 4 Assessment.pdfGrade 4 Math Modules – Page 15

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.Module 5 (Measurement and Data)(Approximately 10 days)Highlighted MathPracticeMAFS.K.12.MP.4.1:Model withmathematics.Click here for videoexamples from InsideMathematicsFlorida Math StandardMAFS.4.G.1.1Draw points, lines, line segments, rays, angles (right,acute, obtuse), and perpendicular and parallel lines.Identify these in two-dimensional figures.Students should be able to: Identify and draw points, lines, linesegments, rays, and angles.Identify and draw parallel lines andperpendicular lines MFAS TasksSuggested InstructionalResourcesAll About AnglesLines, Rays, and LineSegmentsParallel andPerpendicular Sides Adding Up the AnglesEdible Angles: DecomposingAngles Into Parts of a WholeWhat’s Your Angle?What's my degree? Comingfull circleParallel and PerpendicularGo Math Lessons 10.1, 10.3MAFS.4.G.1.2Classify two-dimensional figures based on thepresence or absence of parallel or perpendicularlines, or the presence or absence of angles of aspecified size. Recognize right triangles as acategory, and identify right triangles. MAFS.4.G.1.3Recognize a line of symmetry for a two-dimensionalfigure as a line across the figure such that the figurecan be folded along the line into matching parts.Identify line-symmetric figures and draw lines ofsymmetry. Classify triangles by the size of their angles.Sort and classify quadrilaterals. Grouping TrianglesSketching QuadrilateralsSketching Triangles Determine whether a figure has a line ofsymmetry.Identify and draw lines of symmetry in twodimensional figures. Line SymmetryIdentifying andExplaining SymmetryUsing Lines ofSymmetry Classify two-dimensionalfigures: QuadrilateralsPolygon ExpressA Closer Look atQuadrilateralsTrianglesGo Math Lessons 10.2, 10.4Lines of SymmetryABC SymmetrySymmetrical SolutionsGo Math Lessons 10.5, 10.6Grade 4 Math Modules – Page 16

Grade Four Mathematics Curriculum MapCourse Number: 5012060The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needsof the students, the expectation is that every student enrolled in the course will learn the standards in each module.MAFS.K.12.MP.2.1:Reason abstractly andquantitatively.Click here for videoexamples from InsideMathematicsMAFS.K.12.MP.5.1:Use appropriate toolsstrategically.Click here for videoexamples from InsideMathematicsMAFS.4.OA.3.5Generate a number or shape pattern that follows agiven rule. Identify apparent features of the patternthat 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 andobserve that the terms appear to alternate betweenodd and even numbers. Explain informally why thenumbers will continue to alternate in this way MAFS.4.MD.3.5Recognize angles as geometric shapes that areformed wherever two rays share a commonendpoint, and understand concepts of anglemeasurement:1. An angle is measured with reference to a circlewith its center at the common endpoint of therays, by considering the fraction of the circulararc between the points where the two raysintersect the circle. An angle that turns through1/360 of a circle is called a “one-degree angle,”and can be used to

Grade 4 Math Modules – Page 3 MAFS.4.OA.1.3 Reasonableness of answers 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. Represent these problems using e