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WESTMORELAND COUNTY PUBLIC SCHOOLS2013– 2014 Integrated Instructional Pacing Guide and ChecklistGrade 4First Nine Weeks Number of DaysTopics, Essential Questions, and Essential UnderstandingsTextbook pages, Resources, Enhanced Scope and Sequence Lessons, and VocabularyStandards of Learning Essential Knowledge and SkillsTopics to be covered during calendar and review stations 10 DaysSeptember 3- 16Understand 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.Identify and communicate, both orally and in written form, the placed value for each digit in whole numbers expressed through the one millions place.Read whole numbers through the one millions place that are presented in standard format, and select the matching number in written format.Write whole numbers through the one millions place in standard format when the numbers are presented orally or in written format.Identify and use the symbols for greater than, less than, and equal pare two whole numbers expressed through the one millions, using symbols >, <, or =.Round whole numbers expressed through the one millions place to the nearest thousand, ten thousand, and hundred-thousand place.Textbook:Reading whole numbers-v 1, lsns 1-1 to 1-3, 1-7; comparing whole numbers-v 1, lsn 1-5; rounding whole numbers-v-1 lsn 1-6; meanings for multiplication and basic facts-v 1, lsns 3-1 to 3-2Resources:National Library of Virtual Manipulatives (nlvm.usu.edu), How Much is a Million? Rounding ClimbEnhanced Scope and Sequence:Location, Location, Location! In Step with Numbers Rocky DigitsVocabulary:Place value, Standard form, Written form, Expanded form, Whole numbers, Greater than, Less than, Equal, Round. Period, Digit, Base-10, Numeral, Inequality, Ones, Tens, Hundreds, Thousands, Ten thousands, Hundred thousands, MillionsSOL 4.1The student willa)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 (>, <, or = ); andc) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).Number Talk: Review Stations:*Adding and subtracting with regrouping.*Multiplication facts *Money word problems.*Time/elapsed time10 days September 17-30Develop and use strategies to estimate whole number sums and differences and to judge the reasonableness of such results. Understand that addition and subtraction are inverse operations. Understand how to solve single-step and multistep problems using whole number operations. Estimate whole number sums and difference.Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than. Determine the sum or difference of two whole numbers, each 999,999 or less, in vertical and horizontal form with or without regrouping, using paper and pencil, and using a calculator.Solve single-step and multistep problems using whole number operations. Textbook: Addition and subtraction estimation-v 1. lsns 2-1 to 2-4; addition-v 1, lsn 2-6 and 2-5; subtraction-v 1 lsn 2-7, Basic, note: use input/output charts for addition and subtraction in calendar mathResources: , The Action of Subtraction, The Mission of AdditionBase ten blocks. Number line, money, Data, Plan, Solve, Check Method for multistep problems Enhanced Scope and Sequence: 4.4 Let’s do Lunch 4.4 Estimation Game 4.4 Modeling Addition and Subtraction 4.16 What’s it Worth? Vocabulary:Sum, Difference, Estimate, Compatible number, identity property, commutative property, associative property, addends, minuend, subtrahendSOL 4.4 The student willa)estimate sums, differences, of whole numbers;b)add, subtract, d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.SOL 4.16 The student willa) recognize and demonstrate the meaning of equality in an equation; andb) investigate and describe the associative property for addition and multiplication.Calendar: *Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).Number Talk: Review Stations: *Adding and subtracting with regrouping across zeros.*Multiplication facts *Place value*Time/elapsed time20 daysOctober 1-28(10 days for multiplication and 10 days for division) Understand that division is the operation of making equal groups or equal shares. When the original amount and the number of shares are known, divide to find the size of each share. When the original amount and the size of each share are known, divide to find the number of shares. Understand that multiplication and division are inverse operations.Understand various representations of division and the terms used in division are dividend, divisor, and quotientEstimate products and quotients.Estimate and find the products of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using paper and pencil and calculators.Estimate and find the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend.Solve single-step and multistep problems using whole number operations. Textbook:multiplication facts- v 1, lsn 3-2Resources:Base ten blocks. Number line, money, Data, Plan, Solve, Check Method for multistep problemsEnhanced Scope and Sequence:4.4 Multiplying and Trading 4.4 Pears in a BasketVocabulary: Product, factor, quotient, divisor, dividend SOL 4.4 The student willa.) estimate products and quotients of whole numbers b.) multiply whole numbers c)divide whole numbers, finding quotients with and without remainders; andd.) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.SOL 4.16 The student willa) recognize and demonstrate the meaning of equality in an equation; andb) investigate and describe the associative property for addition and multiplication.Calendar: *Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).Number Talk:Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Place value*Time/elapsed time*EstimationSecond Nine Weeks5 daysOctober 29-November 4Understand and use common multiples and common factors for simplifying fractions.Find common multiples and common factors of numbers. Determine the least common multiple and greatest common factor of numbers.Use least common multiple and/or greatest common factor to find a common denominator for fractions. Textbook: v3lsn9-7Resources:t-charts for GCF Multiplication chart for factors and products Enhanced Scope and Sequence:Factor Frenzy Multiple MadnessNumber Ray Investigators Finding Factors Making Multiples Vocabulary: Least Common Multiple, Greatest Common Factor 4.5 The student willa) determine common multiples and factors, including least common multiple and greatest common factorCalendar: *Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).Number Talks:Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation5 days November 6-12Compare and order fractions having denominators of 12 or less, using manipulative models and drawings, such as region/area pare and order fractions with like denominators by comparing number of parts (numerators) Compare and order fractions with like numerators and unlike denominators by comparing the size of the partsCompare and order fractions having unlike denominators of 12 or less by comparing the fractions to benchmarks) to determine their relationships to the benchmarks or by finding a common pare and order mixed numbers having denominators of 12 or less.Use the symbols >, <, and = to compare the numerical value of fractions and mixed numbers having denominators of 12 or less.Represent equivalent fractions through twelfths, using region/area models, set models, and measurement models.Develop an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on a number line.Understand that a mixed number is a fraction that has two parts: a whole number and a proper fraction.The mixed number is the sum of these two parts.Use models, benchmarks, and equivalent forms to judge the size of fractions.Recognize that a whole divided into nine equal parts has smaller parts than if the whole had been divided into five equal parts.Recognize and generate equivalent forms of commonly used fractions and decimal.Understand the division statement that represents a fraction.Understand that the more parts the whole isdivided into, the smaller the partsTextbook: Recognizing fractions-v 3, lsns 9-1 to 9-3, equivalent fractions-v 3, lsn 9-6, mixed numbers –v 3 lsns 9-10 and 9-11,Resources:Teach computing fractions to decimals with a calculator (1/4 = 0.25) use Cross multiply method Quarters (cans), Fraction bars DOE Modules – To Be Half…or Not to Be HalfEnhanced Scope and Sequence:Circle Fractions Pattern Block Fractions Pattern Blocks Fraction GameComparing FractionsFraction StripsCandy Bar fractions Vocabulary:Fraction, Part/whole, Region/area, Set, Numerator, Denominator, Like denominator, Equivalent Fractions, Mixed number, Measurement, Model, Greater than, Less than, Common denominator, Halves, Fourths, Thirds, Sixths, Eighths, Twelfths4.2 The student willa) compare and order fractions and mixed numbers;b) represent equivalent fractions; andc) identify the division statement that represents a fraction.Calendar: *Patterns*Money*Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).Number Talks:Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.10 daysNovember 13-November 26*Benchmark following this standardDevelop and use strategies to estimateaddition and subtraction involving fractions and decimals.Use visual models to add and subtract with fractions and decimals.Add and subtract with fractions having like denominators whose denominators are limited to 2,3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.Add and subtract with fractions having unlike denominators whose denominators are limited to 2,3, 4, 5, 6, 8, 10, and 12, and simplify the resultingfraction using common multiples and factors.Solve problems that involve adding and subtracting with fractions having like and unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10,and 12, and simplify the resulting fraction using common multiples and factors.Textbook:Resources Fraction stripsNumber linesCuisenaire rods Fraction circlesPizzasEggs and Egg cartons Enhanced Scope and Sequence Four in a Row Fraction Riddles Which is closer?Vocabulary: Factor, Multiple, GCF, LCM, Like denominator, Simplest form, LCD, Common multiples, Common factors, Integer, Divisor, Common denominator, Simplify, Simplest form4.5 The student willb) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factorsCalendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Number Talks: Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.15 daysDecember 2-20Understand the place value structure of decimals and use this structure to read, write, and compare decimals.Understand that decimal numbers can be rounded to an estimate when exact numbers are not needed for the situation at hand.Understand that decimals are rounded in a way that is similar to the way whole numbers are rounded.Understand that decimals and fractions represent the same relationship; however, they are presented in two different formats.Understand that models are used to show decimal and fraction equivalents.Investigate the ten-to-one place value relationship for decimals through thousandths, using Base-10 manipulatives (e.g., place value mats/charts, decimal squares, Base-10 blocks, money). Represent and identify decimals expressed through thousandths, using Base-10 manipulatives, pictorialrepresentations, and numerical symbols (e.g., relate the appropriate drawing to 0.05).Identify and communicate, both orally and in written form, the position and value of a decimal through thousandths. For example, in 0.385, the 8 is in the hundredths place and has a value of 0.08.Read and write decimals expressed through thousandths, using Base-10 manipulatives, drawings, and numerical symbols.Round decimals to the nearest whole number, tenth, and pare decimals, using the symbols >, <, =.Order a set of decimals from least to greatest or greatest to least.Textbook: Comparing fractions to decimals- v 4, lsn 11-1 Resources:Teach computing fractions to decimals with a calculator (1/4 = 0.25) Quarters (cans), Fraction bars DOE Modules – To Be Half…or Not to Be HalfEnhanced Scope and Sequence:Reading and Writing Decimals Rounding DecimalsComparing Decimals Fraction GridsVocabulary: Decimal number, Tenths, Hundredths, Thousandths, Standard form, Written form, Expanded form, Whole, Compare, Place value, digit, Leading zero, Decimal point, Order, Least, Greatest, Halves, Fourths, Fifths, Tenths, Equal4.3 The student willa) read, write, represent, and identify decimals expressed through thousandths;b) round decimals to the nearest whole number, tenth, and hundredth;c) compare and order decimals; andd) given a model, write the decimal and fraction equivalents.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations: *Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. 5 days January 6-10Develop and use strategies to estimate addition and subtraction involving fractions and decimals.Use visual models to add and subtract with fractions and decimals.Add and subtract with fractions having like denominators whose denominators are limited to 2,3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.Add and subtract with fractions having unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.Solve problems that involve adding and subtracting with fractions having like and unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10,and 12, and simplify the resulting fraction using common multiples and factors.Textbook:V4 -lesson 11-5 to 11-7Resources: Place value charts, blocks Dollar & Cents, Graph paperScope and Sequence:Decimal Sums and DifferencesProblem SolvingVocabulary:Tenths, Hundredths, Thousandths, Decimal point, Lining up4.5c) add and subtract with decimals; andd) solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. 3rd Nine Weeks4 DaysJanuary 13- 16? Understand that points, lines, line segments,rays, and angles, including endpoints andvertices are fundamental components ofnoncircular geometric figures.? Understand that the shortest distance betweentwo points on a flat surface is a line segment.? Understand that lines in a plane eitherintersect or are parallel. Perpendicularity is aspecial case of intersection.? Identify practical situations that illustrateparallel, intersecting, and perpendicular lines.? Identify and describe representations of points, lines, linesegments, rays, and angles, including endpoints andvertices.? Understand that lines in a plane can intersect or areparallel. Perpendicularity is a special case of intersection.? Identify practical situations that illustrate parallel,intersecting, and perpendicular lines.Textbook:Lines, line segments, ray. V 3- Lesson 8-3.Resources: Make lines and line relationships with straws and label, shapes from math kits, Scope and Sequence:Simple DrawingVocabulary:Point, Line, Line segment, Ray, Angle, Right angle, Intersecting lines, Parallel lines, Perpendicular lines, Space, Endpoint, Infinitely, Vertex, Vertices, Plane, Edge4.10 The student will:a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices; andb) identify representations of lines that illustrate intersection, parallelism, and perpendicularity.Calendar: *Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding3 DaysJanuary 22- January 24All students should:? Understand the meaning of the termcongruent.? Understand how to identify congruentfigures.? Understand that the orientation of figuresdoes not affect congruency ornoncongruency.? Recognize the congruence of plane figures resulting fromgeometric transformations such as translation, reflection,and rotation, using mirrors, paper folding and tracing.Textbook:congruent shapes- V 3, Lessons 8-8 and 8-6Resources:Patty paper, miras, shape blocks from math kitsScope and Sequence:Congruent FiguresVocabulary:Plane figures, Congruent, Noncongruent, Translation, Reflection, Rotation, Geometric Transformation, Polygon4.11The students will: a) investigate congruence of plane figures after geometric transformations, such as reflection, translation, and rotation, usingmirrors, paper folding, and tracing; andb) recognize the images of figures resulting from geometric transformations, such as translation, reflection, and rotation.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding5 DaysJanuary 27-January 31? Identify polygons with 10 or fewer sides ineveryday situations.? Identify polygons with 10 or fewer sides inmultiple orientations (rotations, reflections,and translations of the polygons).? Define and identify properties of polygons with 10 or fewer sides.? Identify polygons by name with 10 or fewer sides in multiple orientations (rotations, reflections, andtranslations of the polygons).Textbook:Polygons- V 3, lesson 8-2Resources:Peter Weatherall’s polygon songs, Scope and Sequence:Polygons Galore Geometric FigureVocabulary:Plane figure, Square,, Triangle, Rectangle, Rhombus, Parallelogram, Quadrilateral, Polygon, Closed plane figure, Right angles, Trapezoid, Parallel, Congruent, Pentagon, Hexagon, Heptagon, Octagon, Nonagon, Decagon4.12The students will:a) define polygon; andb) identify polygons with 10 or fewer sides.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures5 DaysFebruary 3- February 7? Understand that patterns and functions can berepresented in many ways and described using words, tables, graphs, and symbols.? Describe geometric and numerical patterns, using tables symbols, or words.? Create geometric and numerical patterns, using concrete materials, number lines, tables, and words.? Extend geometric and numerical patterns, using concrete materials, number lines, tables, and words.Textbook:Finding pattern rules (input/output)- V 1, lesson 3-14Resources:A-B-A-B-A a Book of Pattern Play, SOL Coach and Buckle Down workbooks Slide – translation Flip – reflection Turn – rotationScope and Sequence:Toothpick and Staircase PatternsVocabulary:Patterns, Rhythmic, Geometric, Graphic, Numerical, Algebraic (function)4.15 The student will: recognize, create, and extend numerical and geometric patterns.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day reasoning. Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons8 DaysFebruary 10- February 19? Understanding the “counting on”strategy for determining elapsed time inhour and minute increments over a 12-hour period from a.m. to a.m. or p.m. top.m.? Determine the elapsed time in hours and minutes within a 12-hour period (times can cross between a.m. and p.m.).? Solve practical problems in relation to time that has elapsed.Textbook: Time-V 2, Lessons 4-1 to 4-3Resources:Use class schedule.Scope and Sequence:How Much LongerVocabulary: Elapsed time, Beginning time, Ending time4.9The students will: determine elapsed time in hours and minutes within a 12-hour period.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Associative property 7 DaysFebruary 20- February 28? Use benchmarks to estimate and measurelength.? Understand how to convert units of lengthbetween the U.S. Customary and metricsystems, using ballpark comparisons.? Understand the relationship between U.S.Customary units and the relationshipbetween metric units.? Determine an appropriate unit of measure (e.g., inch, foot, yard, mile, millimeter, centimeter, and meter) to use when measuring everyday objects in both metric and U.S. Customary units.? Estimate the length of everyday objects (e.g., books, windows, tables) in both metric and U.S. Customary units of measure.? Measure the length of objects in both metric and U.S. Customary units, measuring to the nearest inch foot, yard, mile, millimeter, centimeter, or meter, and record the length including the appropriate unit of measure (e.g., 24 inches).? Compare estimates of the length of objects with the actual measurement of the length of objects.? Identify equivalent measures of length between units within the U.S. Customary measurements and between units within the metric measurements.Textbook:Fractions of Inch- V 4 , Lesson 10-8, Length-V 4, lessons 10-7, 11-9Resources:Measuring Penny, Feet-by-the-Foot lessons, The Ruler Game, Number LineScope and Sequence:Stick Figure MeasurementsVocabulary:Length, US customary, Inches, Feet, Yards, Miles, Metric, Millimeter, Centimeters, Meters, Kilometers,4.7The students will:a) estimate and measure length, and describe the result in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inchesand yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters andmeters; and millimeters and meters).Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns5 DaysMarch 3- March 7? Use benchmarks to estimate and measureweight/mass.? Identify equivalent measures between unitswithin the U.S. Customary and betweenunits within the metric measurements.? Determine an appropriate unit of measure (e.g., ounce,pound, ton, gram, kilogram) to use when measuringeveryday objects in both metric and U.S. Customary units.? Measure objects in both metric and U.S. Customary units(e.g., ounce, pound, ton, gram, or kilogram) to the nearestappropriate measure, using a variety of measuringinstruments.? Record the mass of an object including the appropriate unitof measure (e.g., 24 grams).Textbook: Weight/mass-v _, lsn 10-10 (weight), v 4, lsn 11-11 (mass);Resources: Discovery Education-United streaming videos and resources, ,Scope and Sequence:This Fruit is a MassVocabulary:Weight, Mass, Balance, Ounces, Tons, Pounds, Grams, Kilograms,4.6The students will:a) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; andb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and betweenunits within the metric system (grams and kilograms).Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns*Measurement5 DaysMarch 10-March 14? Use benchmarks to estimate and measurevolume.? Identify equivalent measurementsbetween units within the U.S. Customary system.? Determine an appropriate unit of measure (cups, pints, quarts, gallons) to use when measuring liquid volume in U.S. Customary units.? Estimate the liquid volume of containers in U.S. Customary units of measure to the nearest cup, pint, quart, and gallon.? Measure the liquid volume of everyday objects in U.S. Customary units, including cups, pints, quarts, and gallons, and record the volume including the appropriate unit of measure (e.g., 24 gallons).? Identify equivalent measures of volume between units within the U.S. Customary system.Textbook:volume (capacity) v _ 10-9, 11-10 conversions lesson 10-11 and 11-12Resources:capacity rap Smartboard lesson from Rockingham Integrated Technology siteScope and Sequence:NoneVocabulary:Cups, Pints, Quarts, Gallon, Millilters, Liters, Metric,4.8The students will:a) estimate and measure liquid volume and describe the results in U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons).Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns*Measurement5 Days March 17- March 21***REVIEW****Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns*MeasurementCalendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns*Measurement4th Nine Weeks14 DaysMarch 25- April 11? Understand and apply basic concepts ofprobability.? Describe events as likely or unlikely and discussthe degree of likelihood, using the terms certain,likely, equally likely, unlikely, and impossible.? Predict the likelihood of an outcome of a simpleevent and test the prediction.? Understand that the measure of the probability ofan event can be represented by a numberbetween 0 and 1, inclusive.? Model and determine all possible outcomes of a givensimple event where there are no more than 24 possibleoutcomes, using a variety of manipulatives, such ascoins, number cubes, and spinners.? Write the probability of a given simple event as afraction, where the total number of possible outcomes is 24 or fewer.? Identify the likelihood of an event occurring and relateit to its fractional representation (e.g., impossible/0;equally likely/12 ; certain/1).? Determine the outcome of an event that is least likely to occur (less than half) or most likely to occur (greater than half) when the number of possible outcomes is 24 or less.? Represent probability as a point between 0 and 1,inclusively, on a number line.Textbook: probability-V 4, Chapter 13Resources:NoneScope and Sequence: How Certain are you?Lucky Sums?Spinning ColorLooking for a PetVocabulary:Chance, Probability, Event, Outcome, Favorable (desired) outcome, Possible outcome, Impossible, Certain, Likely, Equally likely, Unlikely4.13The students will:a) predict the likelihood of an outcome of a simple event; andb) represent probability as a number between 0 and 1, inclusive.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Stations:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns*Measurement4 DaysApril 22-April 25Review using graphing, multistep problems and TEI questions for decimals.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day Review Station:*Adding and subtracting with regrouping across zeros.*Multiplication facts *Time/elapsed time*Place value*Estimation*Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Rounding*Vertices, planes, and edges*Geometric figures*Properties of polygons*Patterns*Measurement5 DaysApril 28- May 2Review using graphing, multistep problems and TEI questions for fractions.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day.Review Stations:*Multiplication facts *Place value*Estimation/ rounding *Common multiples and least common multiples.*Comparing and ordering fractions.*Adding and subtracting fractions with common and uncommon denominators. *Measurement5 DaysMay 5- May 9Review measurement, geometry and probability.Calendar:*Patterns*Money *Place value*Word Problem of the day.*100th day of school fraction chart, shading in a square for each day and discussing possible equivalent fractions. (now until the hundredth day of school).*Fraction question of the day.Review Stations:*Fractions*Division*Decimals ................
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