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# 4th Grade Annual Plans - Mathematics

August 14 - September 21, 2007

 Concept Competency (The learner will…) Resources (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects.(4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. (4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. (4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. (4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. (4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. Multiplication • model factors and products using arrays and area models; • recall and apply multiplication facts through 12 x12; and • use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division numbers sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9 Fractions • use concrete objects and pictorial models to generate equivalent fractions; • model fraction quantities greater than one using concrete objects and pictorial models; and • compare and order fractions using concrete objects and pictorial models Geometry • demonstrate translations, reflections, and rotations using concrete models; and • use translations, reflections, and rotations to verify that two shapes are congruent Measurement • estimate and use measurement tools to determine area Graphing • interpret bar graphs Investigations in Number, Data, and Space Factors, Multiples, and Arrays • Investigation 1: Representing Multiplication with Arrays • Investigation 2: Multiplication Combinations • Investigation 3: Finding Factors Fair Shares • Investigation 2: Pattern-Block Cookies • Investigation 3: Other Things to Share Flips, Turns, and Area • Investigation 1: Motions with Tetrominoes • Investigation 2: Finding Area Scott Foresman Mathematics Chapter 3: Lessons 1, 2, 3, and 4 Chapter 4: Lesson 8 Chapter 8: Lessons 6 and 11 Chapter 9: Lessons 1 and 6 Ten Minute Math Counting Around the Class Quick Images Quick Survey

September 24 - November 20, 2007

 Concept Competency (The learner will…) Resources (4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers.(4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. (4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. (4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. (4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. Multiplication and Division • model factors and products using arraysand area models; • represent multiplication and division situations in picture, word, and number form; • use multiplication to solve problems (no more than two digits times two digits without technology); • recall and apply multiplication facts through 12 x12; • use division to solve problems (no more than one digit divisors and three digit dividends without technology); and • use patterns to multiply by 10 and 100Geometry • identify and describe right, acute, and obtuse angles; • identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models; • use essential attributes to define two dimensional geometric figures; and use reflections to verify that a shape has symmetry Measurement • estimate and use measurement tools to determine length (including perimeter) and area using standard units SI (metric) and customary Investigations in Number, Data, and Space Multiple Towers and Division Stories • Investigation 1: Breaking Apart Multiplication Problems •Investigation 2: Division • Investigation 3: Multiplying 10s • Investigation 4: Strategies for Multiplication Size, Shape, and Symmetry • Investigation 1: Linear Measurement • Investigation 2: Polygons of Many Types • Investigation 3: Measuring Angles • Investigation 4: Finding Area Scott Foresman Mathematics Chapter 3: Lessons 4, 6, 7, 8, 9, 10, 11 Chapter 5: Lessons 1, 2, 3, 4, 5, and 6 Chapter 8: Lessons 2, 3, 4, 5, 10, and 11 Chapter 10: Lesson 7 Chapter 11: Lesson 9 Ten Minute Math Counting Around the Class Quick Images Today’s Number

November 26, 2007 - February 21, 2008

 Concept Competency (The learner will…) Resources (4.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals.(4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. (4.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. (4.10) Geometry and spatial reasoning. The student recognizes the connection between numbers and their properties and points on a line. (4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. Place Value • use place value to read, write, compare, and order whole numbers through 999,999,999; and • use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial modelsFractions and Decimals • use concrete objects and pictorial models to generate equivalent fractions; • model fraction quantities greater than one using concrete objects and pictorial models; • compare and order fractions using concrete objects and pictorial models; and • relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models Addition and Subtraction • use addition and subtraction to solve problems involving whole numbers; and • add and subtract decimals to the hundredths place using concrete objects and pictorial models Geometry • locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths Investigations in Number, Data, and Space Landmarks and Large Numbers • Investigation 1: How much is 1,000? • Investigation 2: Adding It Up • Investigation 3: Working With Numbers to 10,000 • Investigation 4: Subtraction Fraction Cards and Decimal Squares • Investigation 1: Parts of Rectangles • Investigation 2: Ordering Fractions • Investigation 3: Working With Decimals Scott Foresman Mathematics Chapter 1: All lessons Chapter 2: Lessons 1, 2, 3, 4, 5, 6, 7, and 8 Chapter 9: Lessons 1, 2, 3, 4, 6, 7, 8, 9, 10, and 11 Chapter 10: Lesson 8 Chapter 11: Lessons 1, 2, 3, 4, 5, 6, and 7 Ten Minute Math Practicing Place Value Quick Survey Today’s Number

February 22 - April 28, 2008

 Concept Competency (The learner will…) Resources (4.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals.(4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. (4.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. (4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. (4.7) Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships. Multiplication and Division • model factors and products using arrays and area models; • represent multiplication and division situations in picture, word, and number form; • use multiplication to solve problems (no more than two digits times two digits without technology); • recall and apply multiplication facts through 12 x12; • use division to solve problems (no more than one digit divisors and three digit dividends without technology); and • use patterns to multiply by 10 and 100Estimation • round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and • use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems Place Value • use place value to read, write, compare, and order whole numbers through 999,999,999; Algebraic Thinking • describe the relationship between two sets of related data such as ordered pairs in a table Investigations in Number, Data, and Space How Many Packages? How Many Groups? • Investigation 1: Multiplication with 2-Digit Numbers • Investigation 2: Strategies for Multiplication • Investigation 3: Solving Division Problems Building on Numbers You Know • Investigation 4: A Million Dots Scott Foresman Mathematics Chapter 1: Lesson 2 Chapter 6: All lessons Chapter 7: All lessons Ten Minute Math Counting Around the Class Closest Estimate Practicing Place Value Quick Images

May 1 - 30, 2008

 Concept Competency (The learner will…) Resources (4.7) Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships.(4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. (4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. (5.3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. (5.9) Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. Graphing • use tables of related number pairs to make line graphs; • locate and name points on a coordinate grid using ordered pairs of whole numbersAlgebraic Thinking • describe the relationship between two sets of related data such as ordered pairs in a table Geometry • use essential attributes to define two and three dimensional geometric figures Computation • use addition and subtraction to solve problems involving whole numbers and decimals; • use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology); • use division to solve problems involving whole numbers (no more than two digit divisors and three digit dividends without technology) including interpreting the remainder within a given context; Measurement • estimate and use measurement tools to determine volume Investigations in Number, Data, and Space Penny Jars and Plant Growth • Investigation 2: Penny Jars and Towers Moving Between Solids and Silhouettes • Investigation 1: Geometric Solids • Investigation 2: Making and Visualizing Cube Buildings • Investigation 3: Understanding Volume Scott Foresman Mathematics Chapter 2: Lessons 10, 11, 12, and 13 Chapter 3: Lessons 12, 13, and 14 Chapter 12: Lessons 1, 2, and 3 Ten Minute Math Closest Estimate Quick Survey