Shelby County Schools



MathematicsGrade 4: Year at a Glance2016-2017Module 1Aug. 10-Sept. 14Module 2Sept. 15- 23Module 3Sept. 26-Nov. 25Module 4Nov. 28- Dec. 16Module 5Jan. 3- Mar. 2Module 6Mar. 3-April 7Module 7Apr. 10-May 8After TestingApr. 8- May 26Place Value, Rounding, and Algorithms for Addition and SubtractionUnit Conversion and Problem Solving with Metric MeasurementsMulti-Digit Multiplication and DivisionAngle Measure and Plane FiguresFraction Equivalence, Ordering and OperationsDecimal Fractions Angle Measure and Plane FiguresExploring Measurement with MultiplicationReview Addition, Subtraction, Multiplication, and Place Value25 days7 days40 days20 days40 days20 days20 days13 days4.OA.A.34.MD.A.14.OA.A.14.MD.C.54.NF.A.14.NF.C.54.OA.A.14.NBT.14.NBT.A.14.MD.A.24.OA.A.24.MD.C.64.NF.A.24.NF.C.64.OA.A.24.NBT.44.NBT.A.24.OA.A.34.MD.C.74.NF.A.34.NF.C.74.OA.A.34.NBT.54.NBT.A.34.OA.B.44.G.14.NF.A.44.MD.A.24.MD.14.NBT.B.44.NBT.B.54.G.24.OA.C.54.MD.24.NBT.B.64.G.34.MD.B.44.MD.A.3 Key:Major ClustersSupporting ClustersAdditional ClustersNote: Please use the suggested pacing as a guide.Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions. Pacing and Preparation Guide (Omissions)IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunityIn order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. 457200223012000The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. -571500457200Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:The TN Mathematics StandardsThe Tennessee Mathematics Standards: can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.Standards for Mathematical Practice Standards for Mathematical Practice can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials.?The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. ?Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., engageny), have been evaluated by district staff to ensure that they meet the IMET criteria.How to Use the MapsOverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade) . Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.Instructional ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation. Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons. In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)Grade 4 Quarter 4 OverviewModule 6: Decimal Fractions (continued from Q3)Topic B– Tenths and HundredthsTopic C – Decimal ComparisonTopic D – Addition with Tenths and HundredthsTopic E – Money Amounts as Decimal NumbersModule 7: Exploring Measurement with MultiplicationOverview Students decompose tenths into 10 equal parts to create hundredths in Module 6, Topic B. Through the decomposition of a meter, students identify 1 centimeter as 1 hundredth of a meter. As students count up by hundredths, they realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions and as decimal numbers (4.NF.5). Students use area models, tape diagrams, and place value disks on a place value chart to see and model the equivalence of numbers involving units of tenths and hundredths. They express the value of the number in both decimal and fraction expanded forms.640080054927500center3558700662940055816500Close work with the place value chart helps students see that place value units are not symmetric about the decimal point—a common misconception that often leads students to mistakenly believe there is a oneths place. They explore the placement of decimal numbers to hundredths and recognize that the place value chart is symmetric about the ones column. This understanding helps students recognize that, even as we move to the units on the right side of the decimal on the place value chart, a column continues to represent a unit 10 times as large as that of the column to its right. This understanding builds on the place value work done in Module 1 and enables students to understand that 3.2, for example, might be modeled as 3 ones 2 tenths, 32 tenths, or 320 hundredths. Topic B concludes with students using their knowledge of fraction equivalence to work with decimal numbers expressed in unit form, fraction form, and decimal form (4.NF.6). 6400800108712000The focus of Topic C is comparison of decimal numbers (4.NF.7). To begin, students work with concrete representations of measurements. They see measurement of length on meter sticks, of mass using a scale, and of volume using graduated cylinders. In each case, students record the measurements on a place value chart and then compare them. They use their understanding of metric measurement and decimals to answer questions, such as, “Which is greater? Less? Which is longer? Shorter? Which is heavier? Lighter?” Comparing the decimals in the context of measurement supports students’ justification of their comparisons and grounds their reasoning, while at the same time setting them up for work with decimal comparison at a more concrete level. Next, students use area models and number lines to compare decimal numbers and use the <, >, and = symbols to record their comparisons. All of their work with comparisons at the pictorial level helps to eradicate the common misconception that is often made when students assume a greater number of hundredths must be greater than a lesser number of tenths. For example, when comparing 7 tenths and 27 hundredths, students recognize that 7 tenths is greater than 27 hundredths because, as in any comparison, one must consider the size of the units. Students go on to arrange mixed groups of decimal fractions in unit, fraction, and decimal forms in order from greatest to least or least to greatest. They use their understanding of different ways of expressing equivalent values to arrange a set of decimal fractions as pictured below.5943600223012000Topic D introduces the addition of decimals by way of finding equivalent decimal fractions and adding fractions. Students add tenths and hundredths, recognizing that they must convert the addends to the same units (4.NF.5). The sum is then converted back into a decimal (4.NF.6). They use their knowledge of like denominators and understanding of fraction equivalence to do so. Students use the same process to add and subtract mixed numbers involving decimal units. They then apply their new knowledge to solve word problems involving metric measurements.457200187769500568261576644500Students conclude their work with decimal fractions in Topic E by applying their knowledge to the real-world context of money. They recognize 1 penny as 1100 dollar, 1 dime as 110 dollar, and 1 quarter as 25100 dollar. They apply their understanding of tenths and hundredths to write given amounts of money in both fraction and decimal forms. To do this, students decompose a given amount of money into dollars, quarters, dimes, and pennies and express the amount as a decimal fraction and decimal number. Students then add various numbers of coins and dollars using Grade 2 knowledge of the equivalence of 100 cents to 1 dollar. Addition and subtraction word problems are solved using unit form, adding dollars and cents. Multiplication and division word problems are solved using cents as the unit (4.MD.2). The final answer in each word problem is converted from cents into a decimal using a dollar symbol for the unit. For example, Jack has 2 quarters and 7 dimes. Jim has 1 dollar, 3 quarters, and 6 pennies. How much money do they have together? Write your answer as a decimal.In Module 7, students build their competencies in measurement as they relate multiplication to the conversion of measurement units. Throughout the module, students explore multiple strategies for solving measurement problems involving unit conversion.In Topic A, students build on their work in Module 2 with measurement conversions. Working heavily in customary units, students use two-column conversion tables (4.MD.1) to practice conversion rates. For example, following a discovery activity where students learn that 16 ounces make 1 pound, students generate a two-column conversion table listing the number of ounces in 1 to 10 pounds. Tables for other measurement units are then generated in a similar fashion. Students then reason about why they do not need to complete the tables beyond 10 of the larger units. They use their multiplication skills from Module 3 to complete the tables and are able to see and explain connections such as (13 × 16) = (10 × 16) + (3 × 16). One student could reason, for example, that, “Since the table shows that there are 160 ounces in 10 pounds and 48 ounces in 3 pounds, I can add them together to tell that there are 208 ounces in 13 pounds.” Another student might reason that, “Since there are 16 ounces in each pound, I can use the rule of the table and multiply 13 pounds by 16 to find that there are 208 ounces in 13 pounds.”10115551047750As the topic progresses, students solve multiplicative comparison word problems. They are then challenged to create and solve their own word problems and to critique the reasoning of their peers (4.OA.1, 4.OA.2). They share their solution strategies and original problems within small groups, as well as share and critique the problem-solving strategies used by their peers. Through the use of guided questions, students discuss not only how the problems were solved, but also the advantages and disadvantages of using each strategy. They further discuss what makes one strategy more efficient than another. By the end of Topic A, students have started to internalize the conversion rates through fluency exercises and continued ic B builds upon the conversion work from Topic A to add and subtract mixed units of capacity, length, weight, and time. Working with metric and customary units, students add like units, making comparisons to adding like fractional units, further establishing the importance of deeply understanding the unit. Just as 2 fourths + 3 fourths = 5 fourths, so does 2 quarts + 3 quarts = 5 quarts. 5 fourths can be decomposed into 1 one 1 fourth, and therefore, 5 quarts can be decomposed into 1 gallon 1 quart. Students realize the same situation occurs in subtraction. Just as 1 – 34 must be renamed to 44-34 so that the units are alike, students must also rename units of measurements to make like units (1 quart – 3 cups = 4 cups – 3 cups). Students go on to add and subtract mixed units of measurements, finding multiple solution strategies, similar to the mixed number work in fractions. With a focus on measurement units of capacity, length, weight, and time, students apply this work to solve multi-step word problems.-26431206501984375191135In Topic C, students reason how to convert larger units of measurements with fractional parts into smaller units by using hands-on measurements. For example, students convert 314 feet to inches by first finding the number of inches in 14 foot. They partition a length of 1 foot into 4 equal parts and find that 14 foot = 3 inches. They then convert 3 feet to 36 inches and add 3 inches to find that 314 feet = 39 inches. This work is directly analogous to earlier work with fraction equivalence using the tape diagram, area model, and number line in Topics A, B, and D of Module 5. Students partitioned a whole into 4 equal parts, decomposed 1 part into 3 smaller units, and found 1 fourth to be equal to 3 twelfths. The foot ruler is partitioned with precisely the same reasoning. Students close the topic by using measurements to solve multi-step word problems that require converting larger units into smaller units. The End-of-Module Assessment follows Topic C.Students review their year in Topic D by practicing the skills they have learned throughout the modules. Additionally, they create a take-home summer folder. The cover of the folder is transformed into the student’s own miniature personal white board, and a collection of activities from the lessons within this topic are placed inside the folder to be practiced throughout the summer. Students practice major skills and concepts learned throughout the year in these final four lessons, including measuring angles and drawing lines, multiplication and division, and addition and subtraction through guided group work, fluency activities, and vocabulary games. Focus Grade Level StandardExplicit Components of RigorFoundational Standards4.NF.C.5Conceptual Understanding4.NF.A.1, 4.NF.B.3, 3.NF.A.3, 4.OA.A.2, 3.NF.A.1, 3.NF.A.2, 1.OA.B.44.NF.C.6Conceptual UnderstandingIntroductory4.NF.C.7Conceptual Understanding4.NF.A.2, 4.NF.C.6, 4.NF.A.14.MD.A.2Conceptual Understanding, Application4.OA.A.2, 4.MD.A.1, 4.NF.C.5, 4.NF.C.6, 4.NF.B.3, 4.NF.B.44.MD.A.1Conceptual Understanding, Procedural Skill and Fluency2.MD.A.1, 3.MD.A.2, 3.OA.C.7, 3.OA.A.44.OA.A.1Conceptual Understanding3.OA.B.6, 3.OA.A.1, 3.OA.A.3, 3.OA.A.44.OA.A.2Application3.OA.A.34.OA.A.3Conceptual Understanding, Application3.OA.A.1, 3.OA.A.2Fluency 0158750NCTM PositionProcedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.The fluency standard for 4th grade listed below should be incorporated throughout your instruction over the course of the school year. The engageny lessons include fluency exercises that can be used in conjunction with building conceptual understanding. 4.NBT.B.4 Add/Subtract within 1,000,000Note: Fluency is only one of the three required aspects of rigor. Each of these components has equal importance in a mathematics curriculum. References: STATE STANDARDSCONTENTINSTRUCTIONAL SUPPORTVOCABULARY/FLUENCYModule 6 Decimal Fractions (To be continued in Q4)The Department of Curriculum and Instruction has purchased Eureka Math student textbooks and teacher editions for all schools. ?Eureka Math will be used in future years, therefore, teacher editions and student materials for (grades 3?–?5) and pilot schools beginning with module 4 will now be considered?non-consumable.? ?We suggest teachers help students cover the student textbooks with book covers to help decrease wear and tear. ?The district will provide materials for Modules 1-3 next year that will also be considered non-consumable.?(Allow 3 1/2 weeks for instruction, review and assessment)Suggestions for Consolidation or Omissions: It is not recommended to omit any lessons from Module 6 as it is foundational to student’s work with decimal operations in Grade 5. Domain: Number and Operations - Fractions Cluster :Understand decimal notation for fractions, and compare decimal fractions. 4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. 4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.NF.C.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, e.g., by using a visual model.Domain: Measurement and DataCluster: Solve problems involving measurement and conversion of measurement fro a larger unit to a smaller unit.4.MD.A.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 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.Enduring UnderstandingsDecimal numeration is just an extension of a whole number.Place value can be used to compare and order numbers.A decimal is another name for a fraction.Each fraction, mixed number, and decimal can be associated with a unique point on the number rmation in a problem can be shown using a picture or diagram to understand and solve the problem.Essential Questions1. What is a decimal and how would you use it?2. Why would you need to compare decimals? 3. What are some ways to represent decimals? Objectives/Learning TargetsLesson 4: I can use meters to model the decomposition of one whole into hundredths. Represent and count hundredths. (4.NF.C.5, 4. NF.C.6, 4.MD.A.1) Lesson 5: I can model the equivalence of tenths and hundredths using the area model and number disks. (4.NF.C.5, 4. NF.C.6, 4.NBT.A.1, 4.NF.A.1)Lesson 6: I can use the area model and number line to represent mixed numbers with units of ones, tenths, and hundredths in fraction and decimal forms. (4.NF.C.5, 4. NF.C.6)Lesson 7: I can model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in expanded forma and on the place value chart. (4.NF.C.5, 4. NF.C.6, 4.NBT.A.1)Lesson 8: I can use understanding of fraction equivalence to investigate decimal numbers on the place value chart expressed in different units. (4.NF.C.5, 4. NF.C.6, 4.NBT.A.1, 4.NF.A.1)Module 6 Decimal FractionsTopic B: Tenths and HundredthsLesson 4Lesson 5Lesson 6Lesson 7Lesson 8Mid Module AssessmentZearn Lessons - Misson 6 – this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 6 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)12-1 Decimal Place Value 12-2 Comparing and Ordering Decimals 12-3 Fractions and Decimals 12-4 Fractions and Decimals on the Number Line 12-5 Mixed Numbers/Decimals on the Number Line 12-5A Equivalent Fractions and Decimals Videos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)Lesson 4Lesson 5Lesson 6Lesson 7Lesson 8LearnZillion: Convert decimals to fractions to the hundredths place using visual aidsLearnZillion: Relate decimal comparison to fraction comparisonVocabulary: (Continued from Q3)Decimal expanded from, decimal fractions, decimal number, decimal point, fraction in expanded form, hundredth, tenthFamiliar Terms and Symbols:Expanded form, fractionFluency Practice:Please see engageny full module download for suggested fluency pacing and activities. Lesson 4: Sprint: Write Fractions and Decimals, Count by TenthsLesson 5: Divide by 10, Write Decimal or Fraction, Count by Tenths and HundredthsLesson 6: Count by Hundredths, Write Decimal of Fraction, Break apart HundredthsLesson 7: Count by Hundredths, Write Decimal of Fraction, Write the Mixed NumberLesson 8: Sprint: Write Fractions and Decimals, Expanded FormObjectives/Learning TargetsLesson 9: I can use the place value chart and metric measurement to compare decimals and answer comparison questions. (4.NF.C.7, 4.MD.A.1, 4. MD.A.2)Lesson 10: I can use area models and the number line to compare decimal numbers, and record comparisons using <,>, and =. (4.NF.C.7)Lesson 11: I can compare and order mixed numbers in various forms. (4.NF.C.7)Topic C: Decimal ComparisonLesson 9Lesson 10Lesson 11Zearn Lessons - Misson 6 – this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 6 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)12-4 Fractions and Decimals on the Number Line 12-5 Mixed Numbers/Decimals on the Number Line 12-5A Equivalent Fractions and Decimals Videos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)Lesson 9Lesson 10Lesson 11LearnZillion: Use models of fractions and decimals to make comparisonsLearnZillion: Compare decimals and fractions on a number lineFluency Practice:Lesson 9: Decompose Larger Units, Decimal Fraction Equivalence, Rename the DecimalLesson 10: Decompose Larger Units, Decimal Fraction Equivalence, Rename the DecimalLesson 11: Expanded Form, Rename the Decimal, Compare Decimal NumbersObjectives/Learning TargetsLesson 12: I can apply understanding of fraction equivalence to add tenths and hundredths. (4.NF.C.5, 4.NF.3c)Lesson 13: I can I can add decimal numbers by converting to fraction form. (4.NF.C.5, 4.NF.C.6, 4.NF.3c)Lesson 14: I can solve word problems involving the addition of measurements in decimal form. (4.NF.C.5, 4.NF.C.6, 4.NF.3c)Topic D: Addition with Tenths and HundredthsLesson 12Lesson 13Lesson 14Zearn Lessons - Misson 6 – this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 6 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)Note: The following lessons focus on algorithm and procedural skill rather than building conceptual understanding. Please consider modifying to meet the needs of the standard which calls for building conceptual understanding.13-3 Modeling Addition and Subtraction with Decimals13- 4 Adding and Subtracting DecimalsVideos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)Lesson 12Lesson 13Lesson 14LearnZillion: Practice adding fractions with denominators of 10 and 100Fluency Practice:Lesson 12: Add and Subtract, Compare Decimal Numbers, Order Decimal NumbersLesson 13: Order Decimal Numbers, Write in Decimal and Fraction NotationLesson 14: State the Value of Coins, Add Decimals, Write in Decimal and Fraction NotationObjectives/Learning TargetsLesson 15: I can express money amounts given in various forms as decimal numbers. (4.MD.A.2, 4.NF.C.5, 4.NF.C.6)Lesson 16: I can solve word problems involving money. (4.MD.A.2, 4.NF.C.5, 4.NF.C.6)Topic E: Money Amounts as Decimal NumbersLesson 15Lesson 16End of Module AssessmentZearn Lessons - Misson 6 – this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 6 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)No coordinating lessons available for this topic.Videos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)Lesson 15Lesson 16LearnZillion: Model and Represent Fractions as Decimals Using MoneyFluency Practice:Lesson 15: Add Fractions, State the Value of the CoinsLesson 16: Sprint: Add Decimal Fractions, State the Value of a Set of CoinsTasks:LearnZillion: Compare decimals to solve word problemsKaren’s GardenFilling the JarChildren’s ShirtsMaking PunchCoordinating i-Ready Lessons:Fractions as Tenths and HundredthsRenaming Fractions as DecimalsComparing and Ordering Decimal NumbersCompare and Order Decimal Numbers with Number LinesAdditional Resources:embarc.online - Module 6 ResourcesOther:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Module 7: Exploring Measurement with MultiplicationThe Department of Curriculum and Instruction has purchased Eureka Math student textbooks and teacher editions for all schools. ?Eureka Math will be used in future years, therefore, teacher editions and student materials for (grades 3?–?5) and pilot schools beginning with module 4 will now be considered?non-consumable.? ?We suggest teachers help students cover the student textbooks with book covers to help decrease wear and tear. ?The district will provide materials for Modules 1-3 next year that will also be considered non-consumable.?(Allow 6 weeks for instruction, review and assessment)Suggestions for Consolidation and Omissions:It is not recommended to omit any lessons from Module 7Domain: Order and OperationsCluster: Use the four operations with whole numbers to solve problems. 4.OA.A.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparison. 4.OA.A.3 Solve multistep 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.Domain: Measurement and DataCluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.A.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 equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …4.MD.A.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 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.Enduring UnderstandingMeasurement Processes are used in everyday life to describe and quantify the world.Relationships between customary and metric units can be expressed as a ratio. You can convert units of the same attributes.Time can be expressed using different units that are related to each other.Essential QuestionsHow do you change customary units?How do you change metric units?How do you compare units of time?Objective/Learning Targets:Lesson 1 – 2: I can create conversion tables for length, weight, and capacity units using measurement tools, and use the tables to solve problems. (4.OA.A.1, 4.OA.A.2, 4.MD.A.1, 4.NBT.B.5, 4.MD.A.2)Lesson 3: I can create conversion tables for units of time, and use the tables to solve problems. (4.OA.A.1, 4.OA.A.2, 4.MD.A.1, 4.NBT.B.5, 4.MD.A.2)Lesson 4: I can solve multiplicative comparison word problems using measurement conversion tables. (4.OA.A.1, 4.OA.A.2, 4.MD.A.1, 4.NBT.B.5, 4.MD.A.2)Lesson 5: I can share and critique peer strategies. (4.OA.A.1, 4.OA.A.2, 4.MD.A.1, 4.NBT.B.5, 4.MD.A.2)Module 7: Exploring Measurement with MultiplicationTopic A: Measurement Conversion TablesLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Zearn Lessons - Misson 7– this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 7 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)16-4 Changing Customary UnitsVideos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)LearnZillion: Introducing Measurement ConversionsLearn Zillion: Conversions with Customary Measurement - Function TableVocabularyCustomary system of measurement, customary unit, cup, gallon, metric system of measurement, metric unit, ounce, pint, pound, quartFamiliar TermsCapacity, convert, distance, equivalent, foot, hour, inch, interval, gram, length, liter, milliliter, measurement, meter, minute, mixed units, second, table, weight, yardFluency Practice:Please see engageny full module download for suggested fluency pacing and activities. Lesson 1: Sprint: Convert to Dollars, Add and SubtractLesson 2: Grade 4 Fluency Differentiated Practice Sets, Convert Length Units, Convert Capacity UnitsLesson 3: Grade 4 Fluency Differentiated Practice Sets, Convert Capacit UnitsLesson 4: Grade 4 Fluency Differentiated Practice Sets, Convert Length Units, Convert Weight Units Lesson 5: Convert Length Units, Convert Weight UnitsObjective/Learning Targets:Lesson 6: I can solve problems involving mixed units of capacity. (4.OA.A.2, 4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Lesson 7: I can solve problems involving mixed units of length. (4.OA.A.2, 4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Lesson 8: I can solve problems using mixed units of weight. (4.OA.A.2, 4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Lesson 9: I can solve problems using mixed units of time. (4.OA.A.2, 4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Lesson 10-11: I can solve multi-step word problems. (4.OA.A.2, 4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Topic B: Problem Solving with MeasurementLesson 6Lesson 7Lesson 8Lesson 9Lesson 10Lesson 11Zearn Lessons - Misson 7– this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 7 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)16-12a Solving Measurement ProblemsVideos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)LearnZillion: Introducing Measurement ConversionsLearnZillion: Apply Conversions of Customary MeasurementFluency Practice:Lesson 6: Grade 4 Fluency Differentiated Practice Sets, Add Mixed Numbers, Convert Capacity UnitsLesson 7: Grade 4 Fluency Differentiated Practice Sets, Add Mixed Numbers, Convert Length UnitsLesson 8: Grade 4 Fluency Differentiated Practice Sets, Add Mixed Numbers, Convert Weight UnitsLesson 9: Grade 4 Fluency Differentiated Practice Sets, Add Mixed Numbers, Convert Time UnitsLesson 10: Grade 4 Fluency Differentiated Practice Sets, Add Mixed Numbers, Convert Capacity and Length UnitsLesson 11: Grade 4 Fluency Differentiated Practice Sets, Add Mixed Numbers, Convert Weight and Time UnitsObjectives/Learning TargetsLesson 12-13: I can use measurement tools to convert mixed number measurement to smaller units. (4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Lesson 14: I can solve multi-step word problems involving converting mixed number measurements to a single uint. (Topic C: Lesson 14) (4.OA.A.3, 4.MD.A.1, 4.MD.A.2, 4.NBT.B.5, 4. NBT.B.6)Topic C: Investigation of Measurements Expressed as Mixed NumbersLesson 12Lesson 13Lesson 14End of Module AssessmentZearn Lessons - Misson 7– this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 7 has lessons that coordinate with the above lessons.enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)16-12a Solving Measurement ProblemsVideos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate)Lesson 12Lesson 13Lesson 14Fluency Practice:Lesson 12: Grade 4 Fluency Differentiated Practice Sets, Complete Length Units, Complete One with Fractional UnitsLesson 13: Grade 4 Fluency Differentiated Practice Sets, Complete Time Units, Complete Weight UnitsLesson 14: Complete Length Units, Complete Weight Units, Complete Capacity UnitsObjectives/Learning TargetsLesson 15-16: I can create and determine the area of composite figures. Lesson 17: I can practice and solidify Grade 4 fluency. Lesson 18: I can practice and solidify Grade 4 vocabulary. Topic D: Year in ReviewLesson 15Lesson 16Lesson 17Lesson 18enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)No coordinating enVision lessons for this topic.Fluency Practice:Lesson 15: Mini Personal White Board Set Up, Find the AreaLesson 16: Grade 4 Core Fluency Differentiated Practice Sets, Find the AreaLesson 17: Count by Equivalent Fractions, Mixed Review FluencyLesson 18: Grade 4 Core Fluency Differentiated Practice Sets, Draw and Identify Geometric TermsTasks:Measurement and Data Tasks 4.MD.1 - 4. MD.2Adaptive Task 4.MD.2Assessing Tasks 4.MD.1Coordinating i-Ready Lessons:Express Measurements in Larger UnitsSolving Word Problems Involving MeasurementAdditional Resources:embarc online - Module 7 ResourcesOther:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions) RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within this quarter. ?Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) - These Khan Academy lessons are aligned to RIT scores.Textbook Resourcesengageny Mathematics Modulesenvision MathTN State StandardsTN Math StandardsAchieve the CoreVideosNCTM Common Core VideosTN Core Online Math ResourcesLearnZillionCCSS Video SeriesChildren’s Literature The Reading Nook HYPERLINK "" Math and Literature:A Match Made in the ClassroomMath for Kids-Best Children’s BooksScholastic: Books and Programs to Improve Elementary MathInteractive ManipulativesInteractive Content Resources for Teaching Math Interactive Sites for Educators Math Playground: Common Core StandardsThinking Blocks: Computer and iPad based games PARCC GamesIXL Math Virtual ManipulativesAdditional SitesInside MathematicsIllustrative MathematicsLearn Zillionengageny Math?Sheppard Software BBC Bitesize Singapore Math Math-Play-Com Stem Resources Scholastic Math Study Jams OtherIllustrated Mathematics Dictionary for KidsUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions) ................
................

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

Google Online Preview   Download