In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Use the four operations with whole numbers to solve problems.
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Four operations with whole numbers
Multiplication equations
|
3 - Use (four operations with whole numbers)
4 - Use (Problem solving)
2 - Interpret (multiplication equation as a comparison)
4 - Represent (verbal statements of multiplicative comparisons as multiplication equations)
|
3 - I can use four operations with whole numbers.
3 - I can use problem solving.
2 - I can interpret multiplication equation as a comparison.
4 - I can represent verbal statements of multiplicative comparisons as multiplication equations.
|
A. Numbers can be multiplied in any order to make a comparison.
B. Use the commutative property to help solve problems quickly.
C. Multiplication is a way to quickly compare.
D. Multiplication is a repeated addition.
|
A.1 How do we make comparisons?
B.1 What is commutative property?
C.1 How can I compare using multiplication?
D.1 Why is it important to know the relationship between multiplication and addition?
|
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Multiplication
Comparison
|
2 - Multiply (solve word problems involving multiplicative comparison)
2 - Divide (solve word problems involving multiplicative comparison)
3 - Use (drawings and equations with a symbol for the unknown number)
4 - Distinguish (multiplicative comparison from additive c0mparison)
|
2 - I can multiply to solve word problems involving multiplicative comparison.
2 - I can divide to solve word problems involving multiplicative comparison.
3 - I can use drawings and equations with a symbol for the unknown number.
4 - I can distinguish multiplicative comparison from additive comparison.
|
A. Multiplication and division problems can be represented in a number of different ways.
|
A.1 How can I work a multiplication or division problem if I am having trouble with it?
|
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Word Problems
Reasonableness of answers
|
2 - Solve (multistep word problems with whole numbers and whole number answers)
2 - Solve (mutlistep problems using the four operations)
2 - Interpret (remainders)
3 - Represent (problems using equations with letter for unknown quantity)
5 - Assess (reasonableness of answers)
3 - Use (mental computation and estimation strategies including rounding)
|
2 - I can solve multistep word problems with whole numbers and whole number answers.
2 - I can solve mutlistep problems using the four operations.
2 - I can interpret remainders.
3 - I can represent problems using equations with letter for unknown quantity.
5 - I can assess reasonableness of answers.
3 - I can use mental computation and estimation strategies including rounding.
|
A. Equations can be used to represent word problems.
B. Remainders may be part of the answer to a word problem.
C. One should determine whether the answer to a problem is reasonable.
|
A.1 How can I represent a word problem in order to solve it?
B.1 Are remainders important?
C.1 How do I determine if an answer is reasonable?
|
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number 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 prime or composite.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Whole numbers from 1 to 100
|
1 - Find (factor pairs of a whole number from 1 to 100)
1 - Recognize (a whole number is a multiple of its factors)
3 - Determine (whether a given whole number from 1 to 100 is a multiple of a given one-digit number)
1 - Determine (whether a given whole number from 1 to 100 is prime or composite)
|
1 - I can find all factor pairs of a whole number from 1 to 100.
1 - I can recognize a whole number is a multiple of its factors.
3 - I can determine whether a given whole number from 1 to 100 is a multiple of a given one-digit number.
1 - I can determine whether a given whole number from 1 to 100 is prime or composite.
|
A. Whole numbers can be factors and/or multiples of other whole numbers.
B. Whole numbers are either prime or composite.
|
A.1 What is a factor?
A.2 What is a multiple?
B.1 What is a prime number?
B.2 What is a composite number?
|
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Patterns
|
6 - Generate (number pattern that follows a given rule)
6 - Generate (shape pattern that follows a given rule)
1 - Identify (features of a pattern that are not explicit)
|
6 - I can generate a number pattern that follows a given rule.
6 - I can generate a shape pattern that follows a given rule.
1 - I can identify features of a pattern that are not explicit.
|
A. Number patterns and shape patterns can be created from specific rules.
|
A.1 How can I create a pattern?
|
Be the first to comment below.
Please enter a Registration Key to continue.