2013-2014 Curriculum Map Grade 4 Math

More documents

Recommendations

Info

$CAHSEE Math Problem of the Day -- Week 3$




$CAHSEE Math Problem of the Day - Week 2$

SAUSD Common Core Aligned Curriculum Map: Grade 4 MathematicsLISTENING ANDSPEAKINGSTANDARDS1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building onothers’ ideas and expressing their own clearly.a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic toexplore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks ofothers.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support mainideas or themes; speak clearly at an understandable pace.ELD STANDARDSCROSS-CONTENT/REAL WORLDCONNECTIONSCompare populations of cities in CaliforniaMetric measurementMultiple units of measurementArea of rectangles in real life8
SAUSD Common Core Aligned Curriculum Map: Grade 4 MathematicsTTIMELINE4 weeksDecember to Late January4 WeeksLate January to Late February4 WeeksMarchTRIMESTER 2 UNIT 4 UNIT 5 UNIT 6TITLEWhole Number Division Fraction Equivalence Operations with FractionsEND OF UNITPERFORMANCETASKBIG IDEAS ANDESSENTIALQUESTIONWrite a story problem for a givenexpression. Solve the problem, explainingthe steps in the process.Big Idea: Quantities can be divided intoequal groups.• How is repeated subtraction related toequal groups in division? What are thepatterns that occur?• How can you prove the properties ofmultiplication and the rules of division?• What is another way to solve a divisionproblem using a different algorithm?• How is a remainder expressed?• Where have you used division to solve aproblem in your life?Create a floor plan of a house with givenfractional parts for each room.Big Idea: Relationships between portionscan be represented in many ways.• How can you represent fractions using anarea model?• How can you represent fractions using anumber line?• What are some equivalent representationsfor fractions and mixed numbers?• How can you represent/compare fractionsthat are related to different wholes?Compute the distance traveled whengiven fractional numbers.Big Idea: Portions can be combined orseparated in many ways.• What are some ways that fractions can becombined or separated?• How can addition and subtraction offractions be applied to real life situations?• How does the size of the factors affect thesize of the product?• How can the multiplication of fractions beapplied to real life situations?COMPLEX TEXTS /RESOURCES HM Chapters 6, 12, 13, 14 HM Chapters 17.1–17.4, 18 HM Chapter 15.1, 17.5, 17.6MATH CONTENTSTANDARDSCENTRAL TO THISUNIT4.AO.2 Divide 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.NBT.6 Find whole-number quotients andremainders with up to four-digit dividends and onedigitdivisors. Illustrate and explain the calculation.4.MD.2 Solve word problems involving distances,intervals of time, liquid volumes, masses of objects,4.NF.1 Explain why a fraction a/b is equivalent tofraction (axb)/(nxb) by using visual fraction models.4.NF.2 Compare two fractions with differentnumerators and different denominators.4.NF.5 Express a fraction with denominator 10 asan equivalent fraction with denominator 100, anduse this technique to add two fractions withrespective denominators 10 and 100.4.NF.3 Understand a fractional/b with a>1 as asum of fraction 1/b.4.NF.3a Understand addition and subtraction offractions.4.NF.3 Understand a fractional/b with a>1 as asum of fraction 1/b.4.NF.3a Understand addition and subtraction offractions.4.NF.3b Decompose a fraction as a sum offractions with the same denominator in more thanone way.4.NF.3c Add and subtract mixed numbers with likedenominators.4.NF.3d Solve word problems involving additionand subtraction of fractions.4.NF.4 Apply and extend previous understandings9
Page 1 and 2: SAUSD Common Core Aligned Curriculu
Page 3: SAUSD Common Core Aligned Curriculu
Page 14: SAUSD Common Core Aligned Curriculu

2013-2014 Curriculum Map Grade 4 Math

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?