GRADE 4 ATHEMATICS CURRICULUM UIDE - Loudoun County Public Schools

[Pages:23]GRADE 4 MATHEMATICS CURRICULUM GUIDE

Loudoun County Public Schools 2011-2012

Complete scope, sequence, pacing and resources are available on the LCPS Intranet.

INTRODUCTION TO LOUDOUN COUNTY'S MATHEMATICS CURRICULUM GUIDE

This CURRICULUM GUIDE is a merger of the Virginia Standards of Learning (SOL) and the Mathematics Achievement Standards for Loudoun County Public Schools. The CURRICULUM GUIDE includes excerpts from documents published by the Virginia Department of Education. Other statements, such as suggestions on the incorporation of technology and essential questions, represent the professional consensus of Loudoun's teachers concerning the implementation of these standards. In many instances the local expectations for achievement exceed state requirements. The GUIDE is the lead document for planning, assessment and curriculum work. It is a summarized reference to the entire program that remains relatively unchanged over several student generations. Other documents, called RESOURCES, are updated more frequently. These are published separately but teachers can combine them with the GUIDE for ease in lesson planning.

Mathematics Internet Safety Procedures

1. Teachers should review all Internet sites and links prior to using it in the classroom. During this review, teachers need to ensure the appropriateness of the content on the site, checking for broken links, and paying attention to any inappropriate pop-ups or solicitation of information.

2. Teachers should circulate throughout the classroom while students are on the internet checking to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. Teachers should periodically check and update any web addresses that they have on their LCPS web pages.

3. Teachers should assure that the use of websites correlate with the objectives of lesson and provide students with the appropriate challenge.

4. Teachers should assure that the use of websites correlate with the objectives of the lesson and provide students with the appropriate challenge.

Grade 4 Mathematics Nine Weeks Overview

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter

Place value

4.1

Multiplication and division

Fractions

4.5 a, b, d Measurement

4.7

of whole numbers

4.4

4.2

4.6

Add and subtract

4.8

whole numbers 4.4 a, b, d Probability

4.13 Decimals

4.3

4.5 c

Geometry

4.10

Functions

4.15

Graphing

4.14

4.11

4.12

Equality

4.16

Elapsed time

4.9

Grade 4 Quarter 1 School Year 2011-12

Number of Days

Topics, Essential Questions, and Essential Understandings

(Students should be able to answer essential questions.)

REQUIRED Critical Thinking

Lessons

Standard(s) of Learning Essential Knowledge and Skills

Additional Instructional Resources

ESS: VDOE Enhanced Scope and Sequence

25 days

Working with Whole Numbers

4.1 Essential Questions ? Demonstrate and explain the relationship

between each place in a number. ? Demonstrate and explain how the place value

system can be used to name and compare large numbers. ? Compare and contrast the appropriateness of using estimation and finding the exact value.

4.1 Essential Understandings ? Understand the relationships in the place

value system in which the value of each place is ten times the value of the place to its right. ? Use the patterns in the place value system to read and write numbers. ? Understand that reading place value correctly is essential when comparing numbers. ? Understand that rounding gives a close number to use when exact numbers are not needed for the situation at hand. ? Develop strategies for rounding.

INV: Mathematical Thinking at Grade 4 Investigation 1: "How Many Hundreds", Sessions 1 ? 4 Investigation 3: "Using Number Patterns", Sessions 1 - 5

INV: Landmarks in the Thousands Investigation 1: "Working with 100", Sessions 1 ? 3

Investigation 2: "Exploring Multiples of 100", Sessions 1 ? 5

Investigation 3: "How Much is 1000", Sessions 1 ? 5

Investigation 4: "Making a 10,000 Chart", Sessions 1 - 3

SOL 4.1 The student will a) identify orally and in writing the place value for each digit in a whole number expressed through millions; b) compare two whole numbers expressed through millions using symbols (>, , ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download