2013-2014 Curriculum Map Grade 4 Math

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SAUSD Common Core Aligned Curriculum Map: Grade 4 MathematicsTIMELINE4 Weeks4 Weeks4 WeeksLate August to Late September Late September to Late October Late October to Late NovemberTRIMESTER 1 UNIT 1 UNIT 2 UNIT 3TITLEEND OF UNITPERFORMANCETASKStructure of Whole NumbersCreate a flipbook to illustrate the base tensystem of numbers.Big Idea 1 : Quantities can be purposefullyrepresented and compared in many ways.Addition and Subtraction ofWhole NumbersWrite and solve a word problem to depicta given addition or subtraction problem.Big Idea: Quantities can be combined andseparated in many ways.Whole Number MultiplicationCalculate the area of the classroom.Big Idea: Quantities can be grouped intomany different amounts.BIG IDEAS ANDESSENTIALQUESTIONCOMPLEX TEXTS /RESOURCES• How does our place value system work?• Why is the number to the left ten timesgreater than the number to the right?Big Idea 2 : Attributes of objects can bequantified using unit amounts.• How do various units help us understandmeasurement?• What is the purpose of the algorithm youuse for adding?• What is the purpose of the algorithm youuse for subtracting?• How do measurement units help us tounderstand what is being measured?• What does perimeter help you understand?HM Chapters 1, 2, 16 HM Chapters 3, 4, 5, 15.2, 15.6, 27.2• How does repeated addition relate tomultiplication?• Why do you place a zero when multiplyingmultiple digits?• What does the area formula help you find?• Why do you use multiplication to find area?• How do factors relate to multiplication?HM Chapters 7, 8, 9, 10, 11, 15.3, 15.4,15.5, 27MATH CONTENTSTANDARDSCENTRAL TO THISUNIT4.AO.5 Generate a number or shape pattern thatfollows a given rule. Identify apparent features ofthe pattern that were not explicit in the rule itself.4.NBT.1 Recognize that in a multi-digit wholenumber, a digit in one place represents ten timeswhat it represents in the place to its right.4.NBT.2 Read, write & compare multi-digitnumbers using base-ten numerals, number names,and expanded form.4.NBT.3 Use place value understanding to roundmulti-digit whole numbers to any place.4.NBT.4 Fluently add and subtract multi-digitwhole numbers using the standard algorithm.4.MD.2 Solve word problems involving distances,intervals of time, liquid volumes, masses of objects,and money. Represent measurement quantitiesusing diagrams.4.MD.3 Apply the perimeter formula forrectangles.4.AO.1 Interpret a multiplication equation as acomparison.4.AO.2 Multiply to solve word problems involvingmultiplicative comparison.4.AO.3 Solve multistep word problems posed withwhole numbers and having whole-number answer.Represent these problems using equations with aletter standing for the unknown quantity.4.AO.4 Find all factor pairs for a whole number inthe range 1-100.4.AO.5 Generate a number or shape pattern thatfollows a given rule. Identify apparent features of6
SAUSD Common Core Aligned Curriculum Map: Grade 4 MathematicsSTANDARDS OFMATHEMATICALPRACTICECENTRAL TO THISUNITREADINGINFORMATIONALSTANDARDSCENTRAL TO THISUNITWRITINGSTANDARDSMP2 Students recognize that a number represents aspecific quantity. They connect the quantity towritten symbols and create a logical representationof the problem at hand, considering both theappropriate units involved and the meaning ofquantities.MP7 Students look closely to discover a pattern orstructure. They generate number or shape patternsthat follow a given rule.MP1 Students may use concrete objects or picturesto help them conceptualize and solve problems.MP3 Students not only explain their own thinking,but listen to others’ explanations.MP4 Students experiment with representingproblem situations in multiple ways includingnumbers, words, drawing pictures, using objects,making a chart, list or graph, and creatingequations.MP5 Students use measurement tools tounderstand the relative size of units within a systemand express measurements given in larger units interms of smaller units.MP6 Students are careful about specifying the unitsof measure and state the meaning of the symbolsthey choose.MP8 Students notice repetitive actions incomputation to make generalizations.the pattern that were not explicit in the rule itself.4.NBT.5 Multiply a whole number of up to fourdigits by a one-digit whole number, and multiplytwo two-digit numbers. Illustrate and explain thecalculation.4.MD.1 Know relative sizes of measurement unitswithin one system of units. Record measurementequivalents in a two-column table.4.MD.2 Solve word problems involving distances,intervals of time, liquid volumes, masses of objects,and money and expressing measurements given in alarger unit in terms of a smaller unit.4.MD.3 Apply the area formula for rectangles.MP1 Students know that doing mathematicsinvolves solving problems and discussing how theysolved them.MP3 Students may construct arguments usingconcrete referents, such as objects, pictures,drawings, and actions.MP4 Students need opportunities to connectdifferent representations and explain theconnections.MP6 Students try to use clear and precise languagein their discussions with others and in their ownreasoning.MP7 Students use properties of operations toexplain calculations (partial products model). Theyrelate representations of counting problems such astree diagrams and arrays to the multiplicationprincipal of counting.MP8 Students use models to explain calculationsand understand how algorithms work.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-groupdiscussion).6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.7
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2013-2014 Curriculum Map Grade 4 Math

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