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2017-2018 4th Grade Curriculum MapTable of ContentsSectionPageCommon Core State Standards Shifts in Mathematics1Standards for Student Mathematical Practice Poster2Summary of Standards for Mathematical Practices3Math, Science and ELA Relationships and Convergences5CCSS Where to Focus Grade 4 Mathematics6Common Core State Standards, Fluency in Mathematics8Mathematics Summative Assessment Blueprint (fromSmarter Balanced) - Grade 492017 - 2018 4th Grade Suggested Units Calendar andSupporting Documents11SCOE 2015-2016 Cycle 3 enVision Topic notes31

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.1

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.2

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.3

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.4

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.5

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.6

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.7

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.8

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.9

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.10

DRAFTReturn to Table of Contents2016-2017 - 4th Grade: Math Year at a Glance - San Juan USDDomainTime FrameEstablish routines and norms, beginning of the year assessmentNumber andOperations inBase TenTopic 3* P lace Value - 6 lessonsTopic 4* Addition and Subtraction of Whole Numbers - 64.NBT.1-34.NBT.4lessonsOperations andTopic 1*Algebraic ThinkingNumber andOperation in BaseTen Multiplication and Division: Meanings and Facts 10 lessons4.OA.1-34.OA.5Topic 2* Generate and Analyze Patterns - 6 lessons4.OA.34.OA.5Topic 5 Number Sense: Multiplying by 1-Digit Numbers - 64.NBT.34.NBT.5lessonsTopic 6 Developing Fluency: Multiplication by 1-Digit4.NBT.5Numbers - 6 LessonsNumber andOperations inBase TenTopic 7 Number Sense: Multiplying by 2-Digit Numbers - 5lessonsTopic 8** Developing Fluency: Multiplying by 2-Digit4.NBT.54.OA.34.NBT.5Numbers - 5 lessonsTopic 9** Number Sense: Dividing by 1-Digit Divisors - 64.NBT.6lessonsTopic 10** Developing Fluency: Dividing by 1-Digit Divisors - 7*Aug 14 - Sept 15MAP Fall Testing - This topic cancome anytimeafter Topic 1Start Nov 13, nolater than Nov 30,end Mar 2 38 lessons 12 days forassessments 7 flex days 57 days total4.NBT.6lessonsNumber andOperation FractionsStart Aug 10, nolater than Aug 21,end Nov 8 40 lessons 12 days fortopic andperformanceassessments 11 flex days 63 days totalTopic 11** Fraction Equivalence and Ordering - 8 lessons4.NF.14.NF.2Topic 12 Adding and Subtracting Fractions and Mixed4.NF.3**Nov 27 - Jan 19MAP WinterTestingNumber with Like Denominators - 7 lessons4.NF.3Number andOperation FractionsTopic 12GeometryTopic 13 Extending Fraction Concepts - 10 Lessons4.NF.4-7Measurement andDataTopic 14Measurement Units and Conversions - 11 lessons4.MD.14.MD.2Topic 15***Solving Measurement and Data Problems - 6 lessons4.MD.2-4Topic 16***Lines, Angles, and Shapes - 11 lessons4.G.1-34.MD.5-7 Adding and Subtracting Fractions and MixedNumbers with Like Denominators - 4 lessonsStart Mar 5, no laterthan Mar 20, endJune 6 42 lessons 10 days fortopic andperformanceassessments 11 flex days 63 days total***CaASSPTestingApr 9 - May 25Step up to 5th Grade denote CCSS Major Focus Areas for the grade levelThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.11

DRAFTReturn to Table of ContentsDomain: Operations and Algebraic Thinking: 4.OACCSS Standards Use the four operations with whole numbers to solve problems.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 5 7 as a statement that 35 is 5times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicativecomparisons as multiplication equations.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings andequations with a symbol for the unknown number to represent the problem, distinguishing multiplicativecomparison from additive comparison.3. Solve multistep word problems posed with whole numbers and having whole-number answers using thefour operations, including problems in which remainders must be interpreted. Represent these problemsusing equations with a letter standing for the unknown quantity. Assess the reasonableness of answersusing mental computation and estimation strategies including rounding.Gain familiarity with factors and multiples.4. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multipleof each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a givenone-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.Generate and analyze patterns5. Generate a number or shape pattern that follows a given 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 observe that the terms appear to alternate between oddand even numbers. Explain informally why the numbers will continue to alternate in this way. indicates critical area of instructionFramework : Please refer to Grade-Four Chapter of the Mathematics Framework: pp. 6-12In grade four, students compare quantities multiplicatively for the first time. In a multiplicative comparisonproblem, the underlying structure is that a factor multiplies one quantity to result in another quantity. Studentsinterpret a multiplication equation as a comparison and solve word problems involving multiplicative comparison(4.OA.1-2 ). Teachers should be aware that students often have difficulty understanding the order andmeaning of numbers in multiplicative comparison problems, and therefore special attention should bepaid to understanding these types of problem situations (MP.1)This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.12

DRAFTReturn to Table of ContentsIn grade four, students solve various types of multiplication and division problems, which aresummarized below:This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.13

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.14

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.15

DRAFTReturn to Table of ContentsCurriculum and other Resources:enVision Math:Topic 1: Multiplication and Division: Meanings and FactsTopic 2: Generate and Analyze PatternsIllustrative Mathematics4.OA Comparing Growth, Variation 1 (enVision Topic 1)4.OA Comparing Growth, Variation 2 (enVision Topic 1)4.OA Comparing Money Raised (enVision Topic 1)4.OA Carnival Tickets (enVision Topic 2)4.OA Identifying Multiples (enVision Topic 1)4.OA Multiples of 3, 6, and 7 (enVision Topic 1)4.OA Numbers in a Multiplication Table (enVision Topic 1)4.OA The Locker Game (enVision Topic 2)4.OA Multiples of 3, 6, and 7 (enVision Topic 1)4.OA Double Plus One (enVision Topic 2)4.OA Multiples of nine (enVision Topic 2)Inside MathematicsProblems of the Month: measuring mammals , digging dinosaurs , double down , friends you can count on ,perfect pair , squirreling it away , the wheel shop , between the lines , circular reasoning , d ouble down , growingstaircases , tri-triangles , what's your anglePerformance Assessment Tasks : bikes and trikes , the baker , number trains , buttons , piles of orangesGeorgia Standards of Excellent Framework (task based instructional units, also includes 3-act tasks,number talks, games, etc)Unit 2: Multiplication and Division of Whole NumbersSouth Dakota Counts : Word problems sorted by problem type structures. 4th Grade pp 40-50.Engage NYModule 3: Multi-Digit Multiplication and Division : Topics A, D, F, EModule 7: Exploring Measurement with MultiplicationNumber Talks by Sherry Parrish Multiplication and Division Strategies using the Array Model pp. 233-236 Repeated Addition or Skip Counting pp. 265-266 Making Landmark or Friendly Numbers pp. 267-271 Partial Products pp. 272-275 Doubling and Halving pp. 265-266 Breaking into Smaller Factors pp. 282-285 Repeated Subtraction pp. 287 Partial Quotients pp. 288-292 Multiplying Up pp. 293-297 Proportional Reasoning pp. 298-299Success with Word Problems: Using Mathematical Model Solving (Step by Step guide with lots of wordproblems to practice drawing models)This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.16

DRAFTReturn to Table of ContentsDomain: Number and Operations in Base Ten: 4.NBTCCSS Standards Generalize place value understanding for multi-digit whole numbers.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it representsin the place to its right. For example, recognize that 700 70 10 by applying concepts of place valueand division.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.Compare two multi-digit numbers based on meanings of the digits in each place, using , , and symbols to record the results of comparisons.3. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding and properties of operations to perform multi-digit arithmetic.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digitnumbers, using strategies based on place value and the properties of operations. Illustrate and explainthe calculation by using equations, rectangular arrays, and/or area models.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, usingstrategies based on place value, the properties of operations, and/or the relationship betweenmultiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays,and/or area models. indicates critical area of instructionFramework : Please refer to Grade-Four Chapter of the Mathematics Framework: pp. 13-19Students can develop their understanding of millions by using a place-value chart to understand thepattern of times ten in the base-ten system; for example, 20 hundreds can be bundled into 2thousands.To read and write numerals between 1,000 and 1,000,000, students need to understand the roleof commas. Each sequence of three digits made by commas is read as hundreds, tens, andones, followed by the name of the appropriate base-thousand unit (e.g., t housand, million ).Layered place-value cards such as those used in earlier grades can be put on a frame with thebase-thousand units labeled below. Then cards that form hundreds, tens, and ones can beplaced on each section and the name read off using the card values followed by the wordmillion, then thousand, then the silent ones (MP.2, MP.3, MP.8).This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.17

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.18

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.19

DRAFTReturn to Table of ContentsCurriculum and other Resources:enVision Math:Topic 3: Place ValueTopic 4: Addition and Subtraction of Whole NumbersTopic 5: Number Sense: Multiplying by 1-Digit NumbersTopic 6: Developing Fluency: Multiplying by 1-Digit NumbersTopic 7: Number Sense: Dividing by 1-Digit NumbersTopic 8: Number Sense: Developing Fluency: Multiplying by 2-Digit NumbersTopic 9: Number Sense: Dividing by 1-Digit NumbersTopic 10: Developing Fluency: Dividing by 1-Digit NumbersIllustrative Mathematics4.NBT What's My Number? (enVision Topic 3)4.NBT.1 Threatened and Endangered (enVision Topic 3)4.NBT Thousands and Millions of Fourth Graders (enVision Topic 8)4.NBT Ordering 4-digit numbers (enVision Topic 3)3.NBT, 4.NBT Rounding to the Nearest 100 and 1000 (enVision Topic 3)4.NBT Rounding on the Number Line (enVision Topic 3)4.NBT Rounding to the Nearest 1000 (enVision Topic 3)4.NBT To regroup or not to regroup (enVision Topic 4)4.NBT Mental Division Strategy (enVision Topic 9)Inside MathematicsProblems of the Month: miles of tiles , once upon a time , measuring up , diminishing returnPerformance Assessment Tasks: the bakerThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.20

DRAFTReturn to Table of ContentsGeorgia Standards of Excellent Framework (task based instructional units, also includes 3-act tasks,number talks, games, etc)Unit 1: Whole Numbers, Place Value, and Rounding in ComputationSouth Dakota Counts : Word problems sorted by problem type structures. 4th Grade pp 40-50.Engage NYModule 1: Place Value, Rounding, and Algorithms for Addition and SubtractionModule 3: Multi-Digit Multiplication and Division : Topics B, C, E, G, HModule 7: Exploring Measurement with MultiplicationEstimation180: www.estimation180.com : Many opportunities for students to engage in and discuss estimationstrategies.Number Talks by Sherry Parrish Multiplication and Division Strategies using the Array Model pp. 233-236 Repeated Addition or Skip Counting pp. 265-266 Making Landmark or Friendly Numbers pp. 267-271 Partial Products pp. 272-275 Doubling and Halving pp. 265-266 Breaking into Smaller Factors pp. 282-285 Repeated Subtraction pp. 287 Partial Quotients pp. 288-292 Multiplying Up pp. 293-297 Proportional Reasoning pp. 298-299Domain: Number and Operations - FractionsCCSS Standards Extend understanding of fraction equivalence and ordering1. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fractionmodels, with attention to how the number and size of the parts differ even though the twofractions themselves are the same size. Use this principle to recognize and generate equivalentfractions.2. Compare two fractions with different numerators and different denominators, e.g., by creatingcommon 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 , and justify the conclusions, e.g., byusing a visual fraction model. Build fractions from unit fractions3. Understand a fraction a/b with a 1 as a sum of fractions 1/b.a. Understand addition and subtraction of fractions as joining and separating partsreferring to the same whole.b. Decompose a fraction into a sum of fractions with the same denominator in more thanone way, recording each decomposition by an equation. Justify decompositions, e.g., byusing a 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.c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixednumber with an equivalent fraction, and/or by using properties of operations and therelationship between addition and subtraction.d. Solve word problems involving addition and subtraction of fractions referring to the samewhole and having like denominators, e.g., by using visual fraction models and equationsto represent the problem.This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.21

DRAFTReturn to Table of Contents4. Apply and extend previous understandings of multiplication to multiply a fraction by a wholenumber.a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction modelto represent 5/4 as the product 5 (1/4), recording the conclusion by the equation 5/4 5 (1/4).b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiplya fraction by a whole number. For example, use a visual fraction model to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) (n a)/b.)c. Solve word problems involving multiplication of a fraction by a whole number, e.g., byusing visual fraction models and equations to represent the problem. For example, ifeach person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people atthe party, how many pounds of roast beef will be needed? Between what two wholenumbers does your answer lie? Understand decimal notation for fractions, and compare decimal fractions.5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and usethis technique to add two fractions with respective denominators 10 and 100.2 For example,express 3/10 as 30/100, and add 3/10 4/100 34/100.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.7. Compare two decimals to hundredths by reasoning about their size. Recognize thatcomparisons are valid only when the two decimals refer to the same whole. Record the resultsof comparisons with the symbols , , or , and justify the conclusions, e.g., by using a visualmodel.1 Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators ingeneral. But addition and subtraction with unlike denominators in general is not a requirement at this grade.2 indicates critical area of instructionFramework : Please refer to Grade-Four Chapter of the Mathematics Framework: pp. 20-28This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.22

DRAFTReturn to Table of ContentsThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.23

DRAFTReturn to Table of ContentsCurriculum and other Resources:This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.24

DRAFTReturn to Table of ContentsenVision Math:Topic 11: Fraction Equivalence and OrderingTopic 12: Adding and Subtracting Fractions and Mixed Numbers with Like DenominatorsTopic 13: Extending Fraction ConceptsIllustrative Mathematics4.NF Money in the piggy bank (enVision Topic 11)4.NF Running Laps (enVision Topic 11)4.NF Explaining Fraction Equivalence with Pictures (enVision Topic 11)4.NF Fractions and Rectangles (enVision Topic 11)4.NF Comparing Fractions Using Benchmarks Game (enVision Topic 11)4.NF Doubling Numerators and Denominators (enVision Topic 11)4.NF Listing fractions in increasing size (enVision Topic 11)4.NF Using Benchmarks to Compare Fractions (enVision Topic 11)4.NF Comparing two different pizzas (enVision Topic 11)4.NF Comparing Sums of Unit Fractions (enVision Topic 12)4.NF Making 22 Seventeenths in Different Ways (enVision Topic 12)4.NF Cynthia's Perfect Punch (enVision Topic 12)4.NF Peaches (enVision Topic 12)4.NF Plastic Building Blocks (enVision Topic 12)4.NF Writing a Mixed Number as an Equivalent Fraction (enVision Topic 12)4.NF Extending Multiplication From Whole Numbers to Fractions ( enVision Topic 13)4.NF Sugar in six cans of soda (enVision Topic 13)4.NF Adding Tenths and Hundredths (enVision Topic 13)4.NF Dimes and Pennies (enVision Topic 13)4.NF Expanded Fractions and Decimals (enVision Topic 13)4.NF Fraction Equivalence (enVision Topic 13)4.NF How Many Tenths and Hundredths? (enVision Topic 13)4.NF Dimes and Pennies (enVision Topic 13)4.NF Expanded Fractions and Decimals (enVision Topic 13)4.NF How Many Tenths and Hundredths? (enVision Topic 13)4.NF Using Place Value (enVision Topic 13)Inside MathematicsProblems of the Month: fractured numbers , got your number , party timePerformance Assessment Tasks : leapfrog fractions , picking fractionsGeorgia Standards of Excellent Framework (task based instructional units, also includes 3-act tasks,number talks, games, etc)Unit 3: Fraction EquivalenceUnit 4: Operations with FractionsUnit 5: Fractions and DecimalsSouth Dakota Counts : Word problems sorted by problem type structures. 4th Grade pp 40-50.Engage NYModule 5: Fraction Equivalence, Ordering, and OperationsModule 6: Decimal FractionsMassachusetts Department of Education Model Curriculum Units (requires quick registration ) Fractions: Size Matters Building Fractions from Unit Fractions - Applying and Extending Understanding of Operations on WholeNumbersIllustrative Math has created a Fractions Progression Module consisting of videos paired with illustrative tasks tohelp teachers better understand the development of concepts and skills around fractions from grades 3-5.This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.25

DRAFTDomain: Measurement and DataReturn to Table of Contents4.MDCCSS StandardsSolve problems involving measurement and conversion of measurements from a larger to asmaller unit.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g;lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in alarger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3,36),.2. Use the four operations to solve word problems involving distances, intervals of time, liquidvolumes, masses of objects, and money, including problems involving simple fractions ordecimals, and problems that require expressing measurements given in a larger unit in terms ofa smaller unit. Represent measurement quantities using diagrams such as number linediagrams that feature a measurement scale.Solve problems involving measurement and conversion of measurement from a larger unit to asmaller unit.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems.For example, find the width of a rectangular room given the area of the flooring and the length,by viewing the area formula as a multiplication equation with an unknown factor.Represent and interpret data.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 inline plots. For example, from a line plot find and interpret the difference in length between thelongest and shortest specimens in an insect collection.Geometric measurement: understand concepts of angle and measure angles.5. Recognize angles as geometric shapes that are formed wherever two rays share a commonendpoint, and understand concepts of angle measurement:a. An angle is measured with reference to a circle with its center at the common endpointof the rays, by considering the fraction of the circular arc between the points where thetwo 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.b. An angle that turns through n one-degree angles is said to have an angle measure of ndegrees.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specifiedmeasure.7. Recognize angle measure as additive. When an angle is decomposed into non-overlappingparts, the angle measure of the whole is the sum of the angle measures of the parts. Solveaddition and subtraction problems to find unknown angles on a diagram in real world andmathematical problems, e.g., by using an equation with a symbol for the unknown anglemeasure. indicates critical area of instructionFramework : Please refer to Grade-Four Chapter of the Mathematics Framework: pp. 28-33This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.26

DRAFTReturn to Table of ContentsStudents will need ample opportunities to become familiar with new units of measure. In prior years,work was limited to units such as pounds, ounces, grams, kilograms, and liters, and students did notconvert measurements.In grade three, students developed an understanding of area and perimeter by using visual models.Students in grade four are expected to use formulas to calculate area and perimeter of rectangles;however, they still need to understand and be able to communicate their understanding of why theformulas work.This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.27

DRAFTReturn to Table of ContentsCurriculum and other Resources:enVision Math:Topic 14: Measurement Units and ConversionsTopic 15: Solving Measurement and Data ProblemsIllustrative Mathematics4.MD Who is the tallest? (enVision Topic 14)4.MD Margie Buys Apples (enVision Topic 14)4.OA, MD Karl's Garden (enVision Topic 15)4.MD, 5.MD Button Diameters (enVision Topic 15)Inside MathematicsProblems of the Month: movin 'n groovin , o nce upon a time , courtney's collection , diminishing return , movin 'ngroovin , once upon a time , piece it together , surrounded and covered , piece it together , the shape of things ,piece it togetherPerformance Assessment Tasks : fair playGeorgia Standards of Excellent Framework (task based instructional units, also includes 3-act tasks,number talks, games, etc)Unit 7: MeasurementSouth Dakota Counts : Word problems sorted by problem type structures. 4th Grade pp 40-50.Engage NYModule 2: Unit Conversions and Problem Solving with Metric MeasurementModule 4: Angle Measures and Plane Figures : Topic B, CModule 7: Exploring Measurement with MultiplicationThis curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.28

DRAFTDomain: GeometryReturn to Table of Contents4.GCCSS StandardsDraw and identify lines and angles, and classify shapes by properties of their lines and angles .1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular andparallel lines. Identify these in two-dimensional figures.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicularlines, or the presence or absence of angles of a specified size. Recognize right triangles as acategory, and identify right triangles.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such thatthe figure can be folded along the line into matching parts. Identify line-symmetric figures anddraw lines of symmetry. indicates critical area of instructionFramework : Please refer to Grade-Four Chapter of the Mathematics Framework: pp. 33-34Curriculum and other Resources:This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of timespent on a lesson/topic.29

DRAFTReturn to Table of ContentsenVision Math:Topic 16: Lines, Angles, and ShapesIllustrative Mathematics4.G The Geometry of Letters (Topic 16)4.G What's the Point? (Topic 16)4.MD,G Measuring Angles (Topic 16)4.G Are these right? (Topic 16)4.G Defining Attributes of Rectangles and Parallelograms (Topic 16)4.G What is a Trapezoid? (Part 1) (Topic 16)4.G What shape am I? (Topic 16)4.MD,G Finding an unknown angle (Topic 16)4.G Finding Lines of Symmetry (Topic 16)4.G Lines of symmetry for circles (Topic 16)4.G Lines of symmetry for quadrilaterals (Topic 16)4.G Lines of symmetry for triangles (Topic 16)Inside MathematicsProblems of the Month: between the lines , lyle's triangles , once upon a time , cut it out , part andwhole , the shape of thingsPerformance Assessment Tasks : quilt making , fair play , symmetrical patternsGeorgia Standards of Excellent Framework (task based instructional units, also includes 3-acttasks, number talks, games, etc)Unit 6: GeometrySouth Dakota Counts : Word problems sorted by p

Represent verbal statements of multiplicative comparisons as multiplication equations. 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 comparis

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