Unit 1: Numeration Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Total Time (with summative assessment): 9 days Performance Assessment: SWBAT analyze the data from the land area in ten different countries, and write the populations in different word forms, and combine them using basic operations. y? 1. Thousands 2. Millions 3. Comparing and Ordering Whole Numbers Students will represent numbers with place-value blocks and number lines. They will write numbers in standard form, expanded form, and word form. Students will represent numbers in millions using a place-value chart. They will write numbers in expanded form, using periods to help write numbers in word form. Students will apply their knowledge of place value to compare and order numbers. 4.NBT.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. 2- Place Value 4. Interactive Center - Chapter test (See above) (See above) 4.NBT.2 2- Place value (See above) (See above) 4.NBT.2 2-Place Value 4. Rounding Whole Numbers Students will show how to use place value to round whole numbers. (See above) (See above) 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. 2- Place Value
5. Using Money to Understand 6. Counting Money and Making Change Students will use placevalue charts to read, write and compare decimals in tenths and hundredths using money. Students will convert a collection of coins and bills into a total amount and make change. (See above) (See above) Prepares for 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volume, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 2-Place Value (See above) (See above) Prepares for 4.MD.2 2-Place Value 7. Problem Solving: Make an Organized List Students will systematically find and record all possible outcomes for a situation. (See above) (See above) 4.OA.3 Solve multi-step 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 equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 2- Place Value Unit 2: Adding and Subtracting Whole Numbers Total Time (with summative assessment): 9 days Performance Assessment: SWBAT analyze data and plan a route for campers using a map and van information.
Kirsten Orlovsky Grade 4 Mathematics 2012-2013 y? 1. Using Mental Math to Add and Subtract 2. Estimating Sums and Differences of Whole Numbers Students will apply a variety of methods to add and subtract whole numbers mentally. Students will round whole numbers to estimate sums and differences. 4.OA.3 1- Addition and Subtraction 4. Interactive Center - Chapter test (See above) (See above) 4.NBT.3; 4.OA.3 1- Addition and Subtraction 3. Problem Solving: Missing or Extra Information Students will identify what information in a problem is not needed or not present. (See above) (See above) 4.OA.3 1- Addition and Subtraction 4. Adding Whole Numbers 5. Subtracting Whole Numbers Students will add numbers to hundred thousands with and without regrouping Students will subtract numbers to thousands with and without regrouping. (See above) (See above) 4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. 1- Addition and Subtraction (See above) (See above) 4.NBT.4 1- Addition and Subtraction
6. Subtracting Across Zeros Students will subtract numbers with zeros to thousands. (See above) (See above) 4.NBT.4 1- Addition and Subtraction 7. Problem Solving: Draw a Picture and Write an Equation Students will use a picture or diagram to translate an everyday situation into a number sentence or equation (See above) (See above) 4.NBT.4 1- Addition and Subtraction Unit 3: Multiplication Meanings and Facts Total Time (with summative assessment): 9 days Performance Assessment: SWBAT examine data about different rock collections and answer questions pertaining to the data. y? 1. Meanings of Multiplication 2. Patterns for Facts Students will recognize multiplication as repeated addition of equal groups used in arrays and comparisons. Students will use patterns to find products with factors of 2, 5 and 9. - Chapter test 4.OA.1 Interpret a multiplication equation as a comparison. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison. 4. Interactive Center (See above) (See above) 4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number
3. Multiplication Properties Students will use multiplication properties to simplify calculations. Kirsten Orlovsky Grade 4 Mathematics 2012-2013 is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is a prime or composite. (See above) (See above) 4.OA.1 4. 3 and 4 as Factors 5. 6, 7 and 8 as Factors 6. 10, 11 and 12 as Factors Students will use the Distributive Property to simplify multiplication problems by rewriting one of the factors as a sum of two numbers. Students will use the Distributive Property and other regrouping properties to simplify multiplication involving 6s, 7s and 8s by rewriting on of the factors Students will use patterns as aids to mastery of facts and multiples of 10, 11 and 12. (See above) (See above) 4.OA.4 (See above) (See above) 4.OA.4 (See above) (See above) 4.OA.4 7. Problem Solving: Draw a Picture and Write an Equation Students will draw pictures to problem solve multiplication situations and use their pictures to write number sentences. (See above) (See above) 4.OA.1 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison.
Unit 4: Division Meanings and Facts Total Time (including summative assessment): 7 days Performance Assessment: SWBAT examine data given about boxes of materials, and create their own table, using multiplication to decide how many students will be in each group. y? 1. Meanings of Division Students will use and draw models to solve division problems. 4. Interactive Center - Chapter test 4.NBT.6 Find whole-number quotients and reminders with up to fourdigit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models 2. Relating Multiplication Students will use arrays to write and complete multiplication and division fact families. (See above) (See above) 4.NBT.6 3. Special Quotients Students will use multiplication facts with 0 and 1 to learn about special division rules with 1 and 0. (See above) (See above) 4.NBT.6 4. Using Multiplication Facts to Find Division Facts Students will identify multiplication facts related to division facts in order to solve division problems. (See above) (See above) 4.OA.2
Kirsten Orlovsky Grade 4 Mathematics 2012-2013 5. Problem Solving: Draw a Picture and Write an Equation Students will draw pictures and write related number sentences to solve problems. (See above) (See above) 4.OA.4 Unit 5: Multiplying by 1-Digit Numbers Total Time (including summative assessment): 10 days Performance Assessment: SWBAT compare data about bike tires, and use estimation to decipher which store has the best value of tires. y? 1. Multiplying by Multiples of 10 and 100 2. Using Mental Math to Multiply Students will use basic multiplication facts and number patterns to multiply by multiples of 10 and 100. Students will use compatible numbers with adjustment, breaking apart, and other strategies to multiply numbers mentally. 4. Interactive Center - Chapter test and/or area. (See above) (See above) 4.NBT.5 4.NBT.5 Multiply a whole number of up to four digits by a one-digit 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, 4.NBT.3 4.OA.3
3. Using Rounding to Estimate Students will use compatible numbers and rounding to estimate solutions to multiplication problems. (See above) (See above) 4.NBT.5 4.NBT.3 4. Problem Solving: Reasonableness Students will check for reasonableness by making sure their calculations answer the questions asked and by suing estimation to make sure the calculation was performed correctly. (See above) (See above) 4.OA.3 4.NBT.5 4.NBT.3 5. Using an Expanded Algorithm Students will record multiplication using an expanded algorithm. (See above) (See above) 4.NBT.5 6. Multiply 2-Digit by 1-Digit Numbers Students will multiply 2- digit numbers by 1-digit numbers using paper-andpencil methods. (See above) (See above) 4.NBT.5 7. Multiplying 3- Digit by 1-Digit Numbers Students will use the standard algorithm to multiply 3-digit by 1-digit numbers. (See above) (See above) 4.NBT.5
8. Problem Solving: Draw a Picture and Write and Equation Students will solve problems using the problem-solving strategy Draw a Picture and Write an Equation. (See above) (See above) 4.OA.1 4.OA.2 4.NBT.5 Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Unit 6: Patterns and Expressions Total Time (including summative assessment): 6 days Performance Assessment: SWBAT complete tables using number patterns and multiplication. y? 1. Variables and Expressions Students will understand how to work with variables in a table 4.OA.3 1- Addition and Subtraction 4. Interactive Center - Chapter test 2. Addition and Students will study (See above) (See above) 4.OA.5 1- Addition and Subtraction completed tables to Generate a number or shape Subtraction Expressions determine a rule and write pattern that follows a given an expression rule. Identify apparent features of the pattern that were not explicit in the rule itself. 3. Multiplication Students will study (See above) (See above) 4.OA.5 completed tables to Expressions determine a rule and write an expression. 4. Problem Students will solve (See above) (See above) 4.OA.3 1- Addition and
Solving: Use Objects and Reasoning problems by using objects to show the action. Subtraction Unit 7: Multiplying by 2-Digit Numbers Total Time (including summative assessment): 9 days Performance Assessment: SWBAT multiply costs of different textbooks (all two digit numbers) in order to find the cost of books for the entire class. y? 1. Using Mental Math to Multiply 2-Digit Numbers 2.Estimating Products 3. Arrays and an Expanded Algorithm Students will discover and understand patterns used to multiply by 10 and 100. They use these patterns to solve problems involving multiples of 10 and 100. Students will use rounding and compatible numbers to estimate solutions to multiplication problems. 4.NBT.5 4. Interactive Center - Chapter test (See above) (See above) 4.OA.3 Students will use arrays and expanded algorithms to multiply two-digit numbers by two-digit numbers to find (See above) (See above) 4.NBT.5 the product. 4. Multiplying Students will use grids and (See above) (See above) 4.NBT.5
2-Digit Numbers by Multiples of Ten patterns to multiply 2-digit numbers and multiples of 10. Kirsten Orlovsky Grade 4 Mathematics 2012-2013 5. Multiplying 2-Digt by 2- Digit Numbers 6. Special Cases 7. Problem Solving: Two- Question Problems Students will use partial products to multiply twodigit numbers by two-digit numbers and find the products. Students will learn to multiply greater numbers. Students will solve twoquestion problems. (See above) (See above) 4.NBT.5 (See above) (See above) 4.NBT.5 (See above) (See above) 4.OA.3 Unit 8: Dividing By 1-Digit Divisors Total time (including summative assessment): 12 days Performance Assessment: SWBAT analyze data and figure out how to display student work in a hallway using equal groups and division. y? 1. Using Mental Math to Divide Students will use basic facts and patterns of zeros to solve division problems with 3-digit dividends and 1-digit divisors. 4.NBT.6 Find whole-number quotients and remainders with up to fourdigit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
4. Interactive Center - Chapter test Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 2. Estimating Quotients Students will use compatible numbers and rounding to estimate quotients. (See above) (See above) 4.OA.3 3. Dividing with Remainders 4. Connecting Models and Symbols Students will divide whole numbers by 1-digit divisors resulting in quotients with remainders. Students will use place value to understand the algorithm of long division. (See above) (See above) 4.OA.3 4.NBT.6 (See above) (See above) 4.NBT.6 5. Dividing 2- Digit by 1-Digit Numbers 6. Dividing 3- Digit by 1-Digit Numbers. 7. Dividing Where to Start Dividing 8. Factors 9. Prime and Composite Numbers Students will use the standard algorithm to divide two-digit numbers by a onedigit number. Students will use the standard algorithm to divide 3-digit numbers by 1-digit numbers. Students will use the standard algorithm to divide 3-digit numbers by 1-digit numbers and properly decide where to begin dividing. Students will learn how to factor whole numbers. Students will learn to identify prime and composite numbers. (See above) (See above) 4.NBT.6 (See above) (See above) 4.NBT.6 (See above) (See above) 4.NBT.6 (See above) (See above) 4.OA.4 (See above) (See above) 4.OA.4 10. Problem Solving: Multiple-Step Students will identify the hidden question in a multistep problem. They (See above) (See above) 4.OA.3
Problems use the answer to that hidden question to solve the original problem. Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Unit 9: Lines, Angles, and Shapes Total Time (including summative assessment): 9 days Performance Assessment: SWBAT classify geometric data based on shapes given for an art project. y? 1. Points, Lines and Plane 2. Line Segments, Rays, and Angles Students will identify and describe points, lines and planes. Students will learn geometric terms to describe parts of lines and types of angles. 4. Interactive Center - Chapter test 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. (See above) (See above) 4.G.1 4.MD.5 Recognize angles as geometric shapes tat are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the 5- Geometry 5- Geometry
3. Measuring Angles 4. Polygons 5. Triangles 6. Quadrilaterals Students will be able to measure and draw angles. Students will learn to identify polygons. Students will learn to identify and classify triangles. Students will learn to identify quadrilaterals. (See above) (See above) 4.MD.5 fraction of the circular arc between the points where the two 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 n degrees. 5- Geometry 4.MD.6 Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure. (See above) (See above) 4.G.2 5- Geometry Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (See above) (See above) 4.G.2 5- Geometry (See above) (See above) 4.G.2 5- Geometry 7. Problem Solving: Make Test Generalizations Students will solve problems by making and testing generalizations. (See above) (See above) 4.G.2 4.OA.5 5- Geometry
Unit 10: Understanding Fractions Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Total time (including summative assessment): 1s Performance Assessment: SWBAT use their knowledge of fractions in order to compare information about a class garden. y? 1. Regions and Sets 2. Fractions and Division 3. Estimating Fractional Amounts 4. Equivalent Fractions Students will identify and draw fractional parts of a region and a set, and divide sets to show fractional parts. Students will describe and compare fractional parts of whole objects and sets. Students will estimate fractional parts of regions and sets. They will estimate fractions for points on the number line. Students will use models and objects to show equivalent fractions. Reviews 3.NF.1 6- Fractions and 4. Interactive Center - Chapter test (See above) (See above) Prepares for 5.NF.3 6- Fractions and (See above) (See above) Extends 4.NF.2 Compare two fractions with different numerators and different denominators. 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. (See above) (See above) 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x 6- Fractions and 6- Fractions and
5. Fractions in Simplest Form 6. Improper Fractions and Mixed Numbers 7. Comparing Fractions Students will express equivalent fractions in simplest form. Students will identify and write mixed numbers as improper fractions and improper fractions as mixed numbers. Students will use benchmark fractions to compare fractions with unlike denominators. a)/(n x 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. (See above) (See above) 4.NF.1 6- Fractions and (See above) (See above) 4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more that one way, recording each decomposition by an equation. Justify decompositions using a visual. 3- Fractions and (See above) (See above) 4.NF.2 6- Fractions and 8. Ordering Fractions Students will use common denominators and equivalent fractions to order fractions with unlike denominators. (See above) (See above) 4.NF.2 6- Fractions and 9. Problem Solving: Writing to Explain Students will write to explain whether an answer is correct or not. (See above) (See above) 4.NF.2 4.NF.1 6- Fractions and
Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Unit 11: Adding and Subtracting Fractions Total time (including summative assessment): 6 days Performance Assessment: SWBAT add and subtract fractions in order to analyze data about baking bread. y? 1. Adding and Subtracting Fractions with Like Denominators Students will add and subtract fractions with like denominators using models and paper and pencil. 4. Interactive Center - Chapter test 4.NF.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b 4.NF.3.a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 4.NF.3.d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. 7- Operations with Fractions 2. Adding Fractions with Unlike Denominators Students will add fractions with unlike denominators using models and paper and pencil. (See above) (See above) Previews 5.NF.1 7- Operations with Fractions 3. Subtracting Fractions with Unlike Denominators Students will understand how to subtract fractions with unlike denominators. (See above) (See above) Previews 5.NF.1 7- Operations with Fractions
4. Problem Solving: Draw a Picture and Write an Equation Students will draw a picture and write an equation to solve a problem. (See above) (See above) 4.NF.3 4.NF.3.c Add and subtract mixed numbers with like denominators. 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurement given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 7- Operations with Fractions Unit 12: Understanding Total time (including summative assessment): 8 days Performance Assessment: SWBAT examine data about making a clay coaster, and use their knowledge of decimals and fractions in order to figure out its compositions.
y? 1. Decimal Place Value 2. Comparing and Ordering 3. Fractions and Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Students will use models and place-value charts to represent decimals to hundredths. They will read and write decimals in expanded, standard and word form. Students will use models and place-value charts to compare decimals to hundredths. They use greater-than and less-than symbols to order decimal numbers. Students will understand how to write fractions as decimals and decimals as fractions. Prepares for 4.NF.7 4. Interactive Center - Chapter test (See above) (See above) 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions. (See above) (See above) 4.NF.5 Express a fraction with a denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. 6- Fractions and 6- Fractions and 6- Fractions and 4. Fractions and on the Number line Students will learn to locate and name fractions and decimals on a number line. 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. (See above) (See above) 4.NF.5 4.NF.6 6- Fractions and 5. Mixed Numbers and Students will understand how to graph decimals and (See above) (See above) Extends 4.NF.5 6- Fractions and
on the Number Line 6. Problem Solving: Draw a Picture mixed numbers on the number line. Students will solve problems using the strategy Draw a Picture. 4.NF.6 (See above) (See above) 4.MD.2 Unit 13: Operations with Total time (including summative assessment): 9 days Performance Assessment: SWBAT add decimals in order to interpret data about combining paint colors to create new colors. y? 1. Rounding 2. Estimating Sums and Differences of Students will round twoplace decimals numbers to one place or the nearest whole number. Students will round decimal numbers to estimate sums and differences. Previews 5.NBT.4 6- Fractions and 4. Interactive Center - Chapter test (See above) (See above) Previews 5.NBT.7 6- Fractions and 3. Modeling Addition and Students will add and subtract decimals in tenths (See above) (See above) Prepares for 5.NBT.7 6- Fractions and
Subtraction of and hundredths using models. Kirsten Orlovsky Grade 4 Mathematics 2012-2013 4. Adding and Subtracting 5. Multiplying a Whole Number by a Decimal Students will estimate and compute the sum or difference of whole numbers and positive decimals to two places. Students will multiply a decimal number by a whole number. (See above) (See above) Prepares for 5.NBT.7 6- Fractions and (See above) (See above) Prepares for 5.NBT.7 6- Fractions and 6. Dividing a Decimal by a Whole Number Students will divide a decimal number by a whole number. (See above) (See above) Prepares for 5.NBT.7 6- Fractions and 7. Problem Solving: Try, and Revise Students will try a solution, check the solution, and, if not correct, revise the solution, following the same method until the correct solution is determined via checking. (See above) (See above) 4.MD.2 6- Fractions and Unit 14: Area and Perimeter Total time (including summative assessment): 1s Performance Assessment: SWBAT create a quilt using their knowledge of area and perimeter.
y? 1. Understanding Area 2. Area of Squares and Rectangles 3. Area of Irregular Shapes Students will measure the area of a figure by counting the number of square units that cover a region. Students will find the area of rectangles by counting square units or by using a formula. Students will find the area of irregular shapes. Reviews 3.MD.5 4- Measurement 4. Interactive Center - Chapter test (See above) (See above) 4.MD.3 4- Measurement Apply the area and perimeter formulas for rectangles in real world and mathematical problems. (See above) (See above) Extends 4.MD.3 4- Measurement 4. Area of Parallelograms 5. Area of Triangles 6. Perimeter 7. Same Perimeter, Different Area 8. Same Area, Different Perimeter Tech Students will use the formula for the area of a rectangle in order to find a formula for the area of a parallelogram. Students will use the relationship between triangles and parallelograms to fund the area of triangles. Students will find the perimeter of a polygon by adding the lengths of the sides or by using the formula. Students will compare different rectangles with the same perimeter to discover the change in area. Students will compare different rectangles with the same area to discover the change in perimeter. (See above) (See above) Extends 4.MD.3 4- Measurement (See above) (See above) Extends 4.MD.3 4- Measurement (See above) (See above) 4.MD.3 4- Measurement (See above) (See above) Extends 4.MD.3 4- Measurement (See above) (See above) Extends 4.MD.3 4- Measurement
9. Problem Solving: Solve a Simpler Problem and Make a Table Students will break a problem into smaller, more manageable pieces and find a pattern to fit. Kirsten Orlovsky Grade 4 Mathematics 2012-2013 (See above) (See above) 4.OA.5 4- Measurement Unit 16: Measurement, Time, and Temperature Total time (including summative assessment): 14 days Performance Assessment: SWBAT use their knowledge of measurement, time and temperature to apply to scenarios of estimating capacity, elapsed time and mass. y? 1. Using Customary Units of Length 2. Customary Units of Capacity Students will estimate and measure length by choosing the most appropriate unit of length. Students will estimate fluently with customary capacity units (cups, pints, quarts, and gallons). They will compare the relative sizes of capacity measurements. 4.MD.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 a larger unit in terms of a smaller unit. Record measurement 4- Measurement 4. Interactive Center - Chapter test equivalents. (See above) (See above) 4.OA.3 4- Measurement
3. Units of Weight 4. Changing Customary Units 5. Using Metric Units of Length 6. Metric Units of Capacity 7. Units of Mass 8. Changing Metric Units 9. Units of Time 10. Elapsed Time 11. Temperature 12. Problem Solving: Work Backward Students will estimate fluently and measure with units of weight. Students will be able to convert between customary units. Students will estimate and measure length to the nearest centimeter, and choose the most appropriate metric unit for measuring length. Students will estimate fluently with millimeters and liters. They will measure capacity using these metric units. Students will estimate and measure with units of massgrams and kilograms. Students will be able to convert between metric units. Students will compare several different units of time and freely convert from one unit of time to another. Students will find the difference in time using a beginning and an end time. They will use elapsed time to find a beginning and an end time. Students will measure temperature in degrees Fahrenheit or degrees Celsius. Students will solve problems that require finding the original times, measurements or quantities that lead to a result that is given. (See above) (See above) 4.MD.1 4- Measurement (See above) (See above) 4.MD.1 4- Measurement 4.MD.2 (See above) (See above) 4.MD.1 4- Measurement (See above) (See above) 4.MD.1 4- Measurement (See above) (See above) 4.MD.1 4- Measurement (See above) (See above) 4.MD.1 4- Measurement 4.MD.2 (See above) (See above) 4.MD.1 4- Measurement 4.MD.2 (See above) (See above) Extends 4.MD.2 4- Measurement (See above) (See above) 4- Measurement (See above) (See above) 4.MD.2 4- Measurement 4.OA.3
Unit 17: Data and Graphs Kirsten Orlovsky Grade 4 Mathematics 2012-2013 Total time (including summative assessment): 12 days Performance Assessment: SWBAT analyze data in a bar graph and create a table to represent the information. y? 1. Data from Surveys 2. Interpreting Graphs Students will design and use a survey with a sample size that allows accurate predictions to be made about a larger population Students will use bar graphs to display data. 4. Interactive Center - Chapter test Prepares for 6.SP.1 (See above) (See above) 3. Line Plots 4. Ordered Pairs 5. Line Graphs 6. Mean Students will learn and understand how to draw line plots, interpret points and recognize outliers. Students will learn to locate points on a coordinate plane using ordered pairs. Students will use line graphs to see changes in data over time. Students will calculate the mean of a collection of values. (See above) (See above) 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit. (See above) (See above) Prepares for 5.G.1 (See above) (See above) (See above) (See above) Prepares for 6.SP.3 7. Median, Students will identify the (See above) (See above) Prepares for 6.SP.3
Mode and Range 8. Stem-and- Leaf Plots 9. Reading Circle Graphs 10. Problem Solving: Make a Graph mode, median, and range for numerical data sets. Students will use stem-andleaf plots to organize data by place-value. Students will use circle graphs to show parts of a whole. Students will make and use graphs to display data and solve problems. (See above) (See above) Prepares for 6.SP.4 (See above) (See above) (See above) (See above) ***Units 15, 18,19 and 20 will be included if time permits in the school year. None of the standards are covered in these chapters that have not already been learned in previous units.***