Grade 4 Math Curriculum Map. Weeks _13-24_

Transcription

1 Standard 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. Progressio n Weeks _13-24_ Lessons Instructionhttp://exchange.smarttech.com/details.html?id=d59f514a-cebc-46c4-a815-c884a9669acf Student Activities- Thanksgiving Picture with plotting points on a grid Online Resourceshttp:// Teache r Notes I can use ordered pairs to find and name points on a grid. 4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into Instruction Student Activities- Scavenger Hunt: Find objects with different lines of symmetry around the classroom. Online Resourceshttp://

2 matching parts. Identify linesymmetric figures and draw lines of symmetry. I can identify different transformations. I can identify congruent figures. I can identify lines of symmetry in different figures. 4.MD.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 Instructionhttp://exchange.smarttech.com/details.html?id=9f5ac4bc-e581-42b d9c61bfc4dc Student Activities- Creating surveys and graphing data collected Online Resources-

3 subtraction of fractions by using information presented in line plots. t/ I can identify the mean, mode, median, range and outliers. I can represent and interpret data in a line plot. I can represent and interpret data in a bar graph. 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 Instructionmultiplication strategies Student Activitiesmultiplication comparative problems Online Resourceshttp:// m

4 unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. I can solve word problems involving multiplicative comparisons using multiplication and division. 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders Cont 10 minute math Instructionhttp://exchange.smarttech.com/details.html?id= bdd-4f1e-a7b2-56a33d79c487 word problem strategies Student Activitiesmultistep word problems Online Resourceshttp://

5 must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. I can solve onestep word problems with whole numbers using the four operations and explain the meaning of any remainders. I can represent word problems with an equation using

6 a letter for an unknown. I can check the reasonableness of an answer using mental math and estimation. 4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. I can multiply a Instructionhttp://studyjams.scholastic.com/studyjams/jams/math/multiplicationdivision/multiplication.htm Student Activities- Multiplication Distributive Split Cards Make the Largest Product Make the Smallest Product Online Resourceshttp://

7 number with up to 2 digits by 1 digit number using my strategies. I can multiply two 2 digit numbers using my strategies. 4.NBT.6 Find wholenumber 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 - Instructionhttp://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/doubledigit-division.htm Student Activities- Students will roll dice to create division problems to solve with a partner. Online Resourceshttp://

8 arrays, and/or area models. I can divide numbers with remainders. 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n a)/(n 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. I can compare and contrast New 10 minute math Instructionsmartboard-equivalent fractions smartboard-equivalent fractions Student Activitieshttp:// Fraction Skittle Activity Students will be given a secret message activity. Students will be able to decode a message when they reduce fraction correctly. Online Resourceshttp://

9 pictures representing equivalent fractions. I can identify and create equivalent fractions. I can reduce a fraction to its simplest form. 4.NF.2 Compare two fractions with different numerators and different denominators, 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 New Instructionhttp://studyjams.scholastic.com/studyjams/jams/math/fractions/equiv-fractions.htm fraction sliders compare and order fractions compare and order fractions questions Student Activitieshttp:// Human number line activity- students will visualize where a fraction would fall on a number line. Use fraction bars to compare equivalent fractions. Online Resourceshttp://

10 whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. I can compare two fractions with different numerators and denominators using my strategies.