# GRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.

Size: px
Start display at page:

Transcription

1 GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 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-OA1] M : Use arrays to show equal groups in multiplication. M : Recall basic multiplication facts. M : Interpret the products of whole numbers. M : Demonstrate computational fluency, including quick recall of addition and subtraction facts. M : Recognize multiplication as repeated addition. 2. 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. (See Appendix A, Table 2.) [4-OA2] M : Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. M : Recognize key terms to solve word problems. Examples: in all, how much, how many, in each M : Apply properties of operations as strategies to add. M : Recall basic multiplication facts. M : Demonstrate computational fluency, including quick recall of addition and subtraction facts. 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. [4-OA3] M : Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. M : Solve single-step word problems. M : Recognize key terms to solve word problems. Examples: in all, how much, how many, in each M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts. Curriculum Guide to the Alabama Course of Study: Mathematics 44

2 Gain familiarity with factors and multiples. 4. Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range is a multiple of a given one-digit number. Determine whether a given whole number in the range is prime or composite. [4-OA4] M : Define factors, prime number, and composite number. M : Apply properties of operations as strategies to multiply and divide. M : Identify all factor pairs for a whole number in the range M : Name the first ten multiples of each one-digit natural number. M : Recall basic multiplication facts. M : Count within 1000; skip-count by 5s, 10s, and 100s. Generate and analyze patterns. 5. 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. [4-OA5] 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. M : Identify arithmetic patterns, including patterns in the addition table or multiplication table; and explain them using properties of operations M : Recognize arithmetic patterns (including geometric patterns or patterns in the addition table or multiplication table). Examples: Continue a geometric pattern Ο Ο by drawing the next three shapes. Sample Answer: Ο Complete the numerical pattern for the following chart when given the rule, Input + 5 = Output. Sample Answer: Input 5, Output 10; Input 9, Output 14. Input Output ? ? M : Construct repeating and growing patterns with a variety of representations. M : Continue an existing pattern. M : Identify arithmetic patterns. M : Demonstrate computational fluency, including quick recall, of addition multiplication facts. Curriculum Guide to the Alabama Course of Study: Mathematics 45

3 Number and Operations in Base Ten (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) Generalize place value understanding for multi-digit whole numbers. 6. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. [4-NBT1] Example: Recognize that = 10 by applying concepts of place value and division. M : Use place value understanding to round whole numbers to the nearest 10 or 100. M : Add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. M : Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. M : Recall basic multiplication facts. M : Recall that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. M : Recognize that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) M : Recognize that 100 can be thought of as a bundle of ten tens, called a hundred. 7. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [4-NBT2] M : Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. M : Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. M : Convert a number written in expanded notation to standard form. 8. Use place value understanding to round multi-digit whole numbers to any place. [4-NBT3] M : Use place value understanding to round whole numbers to the nearest 10 or 100. M : Model rounding whole numbers to the nearest 100. M : Round whole numbers from 100 to 999 using whole numbers from 10 to 99. M : Model rounding whole numbers to the nearest 10. M : Round whole numbers from 10 to 99 using whole numbers from 1 to 9. M : Round whole numbers from 1 to 9 and model to show proficiency. Curriculum Guide to the Alabama Course of Study: Mathematics 46

4 Use place value understanding and properties of operations to perform multi-digit arithmetic. 9. Fluently add and subtract multi-digit whole numbers using the standard algorithm. [4-NBT4] M : Add and subtract within M : Apply signs +, -, and = to actions of joining and separating sets. M : Add and subtract single-digit numbers. M : Recall basic addition and subtraction facts. 10. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5] M : Multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. M : Multiply single-digit numbers. M : Recall basic multiplication facts. M : Apply concepts of multiplication through the use of manipulatives, number stories, skipcounting arrays, area of a rectangle, or repeated addition. Examples: Array- 8 3 Repeated addition = Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT6] M : Divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 5 = 8). M : Divide within 100, using strategies such as properties of operations. M : Multiply within 100, using strategies such as properties of operations. M : Multiply within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 4=, one knows 40 5 = 8). M : Recall products of two one-digit numbers. M : Name the first 10 multiples of each one-digit natural number. Example: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70 M : Recall basic addition, subtraction, and multiplication facts. Curriculum Guide to the Alabama Course of Study: Mathematics 47

5 Number and Operations Fractions (Grade 4 expectations in this domain are limited to fractions with denominations 2, 3, 4, 5, 6, 8, 10, 12, and 100.) Extend understanding of fraction equivalence and ordering. 12. Explain why a fraction a ( nxa) is equivalent to a fraction by using visual fraction models, with b ( nxb) attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1] M : Define fraction, numerator and denominator. M : Recognize fraction 1 b equal parts. Example: as the quantity formed by 1 part when a whole is partitioned into b 2 6 M : Identify the parts of a fraction a b as the quantity formed by a parts and size 1 b. In the example above, a = 2 parts of the fraction numerator b = the whole part of the fraction (6 parts) denominator M : Recognize fractions as numerals that may represent division problems. M : Label numerator, denominator, and fraction bar. M : Identify parts of a whole with two, three, or four equal parts. M : Recognize that equal shares of identical wholes need not have the same shape. M : Distinguish between equal and non-equal parts. 13. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1. Recognize 2 that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2] M : Identify fraction 1 b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a b as the quantity formed by a parts and size 1. b M : Identify a fraction as a number on the number line; represent fractions on a number line diagram. M : Recognize a fraction as a number on the number line. M : Represent fractions on a number line diagram. M : Recognize fractions as numerals that may represent division problems. Curriculum Guide to the Alabama Course of Study: Mathematics 48

6 M : Label numerator, denominator, and fraction bar. M : Identify parts of a whole with two, three, or four equal parts. M : Distinguish between equal and non-equal parts. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 14. Understand a fraction a b with a > 1 as a sum of fractions 1 b. [4-NF3] M : Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. M : Identify two fractions as equivalent (equal) if they are the same size or the same point on a number line. M : Recognize and generate simple equivalent fractions, e.g., 1 = 2, 4 = 2. Explain why the fractions are equivalent, e.g., by using a visual fraction model. M : Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3 ; recognize that = 6; locate 4 4 and 1 at the same point of a number line diagram. M : Label a fraction with multiple representations. M : Recognize pictorial representations of equivalent fractions. M : Recognize different interpretations of fractions, including parts of a set or a collection, points on a number line, numbers that lie between two consecutive whole numbers, and lengths of segments on a ruler. M : Recognize that a whole can be partitioned into differing equal parts (halves, fourths, eighths, etc.). a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. [4-NF3a] M. 4.14a.1: Identify numerator and denominator. M. 4.14a.2: Recall basic addition and subtraction facts. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. [4-NF3b] Examples: 3 8 = ; 3 8 = ; = = M. 4.14b.1: Demonstrate an understanding of fractional parts. M. 4.14b.2: Recall basic addition and subtraction facts. Curriculum Guide to the Alabama Course of Study: Mathematics 49

7 c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. [4-NF3c] M. 4.14c.1: Define mixed numbers. M. 4.14c.2: Recall basic addition and subtraction facts. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. [4-NF3d] M. 4.14d.1: Demonstrate an understanding of fractional parts. M. 4.14d.2: Solve basic word problems using whole numbers. M. 4.14d.3: Express parts of a whole as a fraction. M. 4.14d.4: Write number sentences for word problems. M. 4.14d.5: Identify key terms in word problems. M. 4.14d.6: Recall basic addition and subtraction facts. 15. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4-NF4] M : Recognize fractions in their simplest forms. M : Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. M : Demonstrate an understanding of fractional parts. M : Apply properties of operations as strategies to multiply and divide. M : Recall basic multiplication facts. a. Understand a fraction a b as a multiple of 1 b. [4-NF4a] Example: Use a visual fraction model to represent 5 as the product 5 ( 1 ), recording the 4 4 conclusion by the equation 5 4 = 5 ( 1 4 ). M. 4.15a.1: Define multiple. M. 4.15a.2: Compare two fractions with the same numerator or the same denominator by reasoning about their size. M. 4.15a.3: Recognize that comparisons are valid only when the two fractions refer to the same whole. M. 4.15a.4: Record results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. M. 4.15a.5: Name the first ten multiples of each one-digit natural number. M. 4.15a.6: Recall basic multiplication facts. Curriculum Guide to the Alabama Course of Study: Mathematics 50

8 b. Understand a multiple of a as a multiple of 1, and use this understanding to multiply a fraction b b by a whole number. [4-NF4b] Example: Use a visual fraction model to express 3 ( 2 ) as 6 ( 1 ), recognizing this product as 5 5 nxa 6. (In general, n ( a ) = ( ).) 5 b b M. 4.15b.1: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3 ; recognize that = 6; locate 4 4 and 1 at the same point of a number line diagram. M. 4.15b.2: Solve simple fractions using multiplication strategies. M. 4.15b.3: Recognize equivalent forms of fractions. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. [4-NF4c] Example: If each person at a party will eat 3 of a pound of roast beef, and there will be 5 8 people at the party, how many pounds of roast beef will be needed? Between which two whole numbers does your answer lie? M. 4.15c.1: Multiply proper fractions with common denominators M. 4.15c.2: Solve word problems using whole numbers. M. 4.15c.3: Write number sentences for word problems. M. 4.15c.4: Identify key terms in word problems. M. 4.15c.5: Multiply and divide within 100. Curriculum Guide to the Alabama Course of Study: Mathematics 51

9 Understand decimal notation for fractions, and compare decimal fractions. 16. 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. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) [4-NF5] Example: Express as, and add + 4 = M : Recognize equivalent forms of fractions and decimals. M : Demonstrate equivalent fractions using concrete objects or pictorial representation. M : Recognize pictorial representations of equivalent fractions and decimals in tenths and hundredths. Example: 0.60 = 0.6 M : Identify place value of decimals to the tenths and hundredths. M : Use place value understanding to round whole numbers to the nearest 10 or Use decimal notation for fractions with denominators 10 or 100. [4-NF6] Example: Rewrite 0.62 as 62 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 100 M : Define tenths, hundredths, decimal notation. M : Recognize equivalent forms of fractions and decimals. M : Recognize that endpoints locate a b on a number line. M : Identify place value of decimals to the tenths and hundredths. M : Label fraction parts. Examples: numerator, denominator, fraction bar M : Use place value understanding to round whole numbers to the nearest 10 or 100. Curriculum Guide to the Alabama Course of Study: Mathematics 52

10 18. 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. [4-NF7] M : Compare two fractions with the same numerator or the same denominator by reasoning about their size. M : Recognize that comparisons are valid only when the two fractions refer to the same whole. M : Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. M : Convert fractions to decimals. M : Compare two decimals to tenths. M : Compare whole numbers. M : Identify comparison symbols. Examples: >, <, and = Measurement and Data Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 19. Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and 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. [4-MD1] Examples: 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) M : Define conversion. M : Define length, kilometers, meters and centimeters. M : Define weight, kilograms, grams, pounds, ounces, liters and milliliters. M : Define hour, minute, second. M : Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. M : Identify standard units of measurement equivalents. Examples: 60 minutes equals 1 hour, 16 ounces equals 1 pound M : Match measurement units to abbreviations. Examples: kilometers (km), meters (m), centimeters (cm), kilograms (kg), grams (g), pounds (lb), ounces (oz), liters (l), milliliters (ml) Curriculum Guide to the Alabama Course of Study: Mathematics 53

11 20. 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. [4-MD2] M : Define distance, time, elapsed time, volume, mass. M : Determine elapsed time to the day with calendars and to the hour with a clock. M : Express liquid volumes and masses of objects using standard units of grams, kilograms, and liters. M : Use addition, subtraction, multiplication and division to solve one- and two-step word problems. M : Recognize key terms to solve word problems. M : Recall basic facts for addition, subtraction, multiplication, and division. M : Identify monetary equivalents. Examples: four quarters equal one dollar, five one-dollar bills equals five dollars 21. Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. [4-MD3] Example: Find the width of a rectangular room given the area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor. M : Recall the formula for area (L X W). M : Recognize that unit squares are equal. M : Recall the formula for perimeter (P= L+L+W+W or P=2L + 2W). M : Recall basic addition and multiplication facts. Represent and interpret data. 22. Make a line plot to display a data set of measurements in fractions of a unit ( 1, 1, 1 ). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4-MD4] Example: From a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. M : Display data by making a line plot where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. M : Interpret data using graphs including bar, line, and circle graphs, and Venn diagrams. M : Identify the parts of a line plot. M : Recognize a line plot. M : Draw a scaled picture graph and a scaled bar graph to represent a data set. Curriculum Guide to the Alabama Course of Study: Mathematics 54

12 Geometric measurement: understand concepts of angle and measure angles. 23. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4-MD5] M : Define degree, angle, ray, and vertices. M : Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. M : Estimate angle measures using 45, 90, 180, 270, or 360. M : Identify angle, ray, and vertices. M : Draw shapes to possess defining attributes. a. An angle is measured with reference to a circle with its center at the common endpoint of the rays by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through measure angles. [4-MD5a] of a circle is called a one-degree angle and can be used to M. 4.23a.1: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. Example: Partition a shape into 4 parts with equal area, and describe the area of each part of the area of the shape. as 1 4 M. 4.23a.2: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. M. 4.23a.3: Recognize that equal shares of identical wholes need not have the same shape. M. 4.23a.4: Demonstrate equivalent fractions using concrete objects or pictorial representations. Examples: 2 6 = 1 3 Curriculum Guide to the Alabama Course of Study: Mathematics 55

13 b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. [4-MD5b] M. 4.23b.1: Define center, radius, and diameter of a circle. M. 4.23b.2: Identify real-world examples of radius and diameter. Examples: bicycle wheel, pizza, pie M. 4.23b.3: Identify intervals of 1 between 0 and 5 on a protractor. M. 4.23b.4: Skip count by fives and tens on a protractor. 24. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. [4-MD6] M : Define symmetry. M : Model using a protractor to draw angles. M : Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. M : Measure the length of an object by selecting and using appropriate tools such as a ruler. M : Measure length using standard and non-standard units of measurement. M : Plot points on grids, graphs, and maps using coordinates. M : Draw points, lines, line segments, and parallel and perpendicular lines, angles, and rays. M : Identify lines of symmetry on one-dimensional figures. 25. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4-MD7] M : Identify straight angles. M : Recognize angle measures such as 45, 90, 180, 270, 300. M : Recall basic addition and subtraction facts. M : Skip count by fives and tens. Geometry Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 26. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1] M : Define points, lines, line segments, rays, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines. M : Define two-dimensional figure. M : Recognize one-dimensional points, lines, and line segments. M : Model shapes in the world by building shapes from components. Curriculum Guide to the Alabama Course of Study: Mathematics 56

14 27. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2] M : Define right angle. M : Recognize that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). M : Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. M : Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. M : Identify triangles. 28. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3] M : Identify line symmetric figures. M : Draw lines of symmetry on a one-dimensional figure. M : Recognize lines of symmetry on a one-dimensional figure. Curriculum Guide to the Alabama Course of Study: Mathematics 57

### Second Quarter Benchmark Expectations for Units 3 and 4

Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multi-digit multiplication,

PARCC Emphasis Standards References Module(s) Tested (Max. 2) Module(s) Taught NOT Tested (No Max.) NUMBER AND OPERATIONS IN BASE TEN OA 4.OA.1 4.OA.1 (A) 4.OA.1 (B) 4.OA.2 4.OA.2 (A) 4.OA.2 (B) Use the

Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways

Beast Academy Scope and Sequence for Grade 4 (books 4A through 4D). The content covered in Beast Academy Grade 4 is loosely based on the standards created by the Common Core State Standards Initiative.

### Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous

Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous elementary math textbooks and workbooks meant to be part of

### Northern York County School District Curriculum

Northern York County School District Curriculum Course Name Grade Level Mathematics Fourth grade Unit 1 Number and Operations Base Ten Time Frame 4-5 Weeks PA Common Core Standard (Descriptor) (Grades

### 4th Grade Mathematics Mathematics CC

Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

### GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers

CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole

### Grade 4. COMMON CORE STATE STANDARDS FOR MATHEMATICS Correlations

COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. In most Student Edition lessons. Some examples are: 50

### Measurement and Data Core Guide Grade 4

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit (Standards 4.MD.1 2) Standard 4.MD.1 Know relative sizes of measurement units within each system

### Pennsylvania System of School Assessment

Mathematics, Grade 04 Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling

### Second Quarter Benchmark Expectations for Units 3 and 4. Represent multiplication as equal groups with arrays.

Mastery Expectations For the Third Grade Curriculum In Third Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of division and strategies within 100.

### Content Area: Mathematics- 3 rd Grade

Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings

### 2011 Iredell Statesville Schools 4 th Grade Mathematics 1

2011 Iredell Statesville Schools 4 th Grade Mathematics 1 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1 Interpret a multiplication equation as a

### 4 th Grade Mathematics Learning Targets By Unit

INSTRUCTIONAL UNIT UNIT 1: WORKING WITH WHOLE NUMBERS UNIT 2: ESTIMATION AND NUMBER THEORY PSSA ELIGIBLE CONTENT M04.A-T.1.1.1 Demonstrate an understanding that in a multi-digit whole number (through 1,000,000),

### Third Grade Mathematics Scope and Sequence

Third Grade Mathematics Scope and Sequence Quarter 1 Domain Operations & Algebraic Thinking Numbers & Operation in Base Ten Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as

### Diocese of Erie Mathematics Curriculum Third Grade August 2012

Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division 1 1. Interpret products of whole numbers. Interpret 5x7 as the total number of objects in 5 groups

### Standards for Mathematical Practice

Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct

### Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics F-H Approximately 14 days Begin around January 9 th

HIGLEY UNIFIED SCHOOL DISTRICT 2016/2017 INSTRUCTIONAL ALIGNMENT Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics F-H Approximately 14 days Begin around January

### Math Mammoth Grade 4. Class Description:

Math Mammoth Grade 4 Class Description: In the fourth grade, students focus on multi-digit multiplication and division, and a start to studying fractions and decimals, accompanied by studies in geometry

### GREATER CLARK COUNTY SCHOOLS PACING GUIDE. Grade 4 Mathematics GREATER CLARK COUNTY SCHOOLS

GREATER CLARK COUNTY SCHOOLS PACING GUIDE Grade 4 Mathematics 2014-2015 GREATER CLARK COUNTY SCHOOLS ANNUAL PACING GUIDE Learning Old Format New Format Q1LC1 4.NBT.1, 4.NBT.2, 4.NBT.3, (4.1.1, 4.1.2,

### 7 Days: August 17 August 27. Unit 1: Two-Dimensional Figures

1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 G.1.1 G.1.2 G.1.3 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent

### BREATHITT COUNTY SCHOOLS 3 rd Grade Math Curriculum Map Week Standard Key Vocabulary Learning Target Resources Assessment

Number Operations/Fractions/Algebraic Expressions Week 1 Week 2 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract within 1000 using

### 3rd Grade Math Pacing Guide Unit 1 Board Approved: December 12, 2016

Unit 1 Board Approved: December 12, 2016 # CCSS Unit 1: Represent and solve problems involving multiplication and division September/October 31 Days Go Math Chapters Covered: Completed Student Learning

### Georgia Department of Education

Fourth Grade 4.NOP.1 Multiplication and division; Find the factor pairs for a given whole number less than or equal to 100; recognize prime numbers as numbers greater than 1 with exactly one factor pair.

### Subtract 2-digit numbers mentally with or without regrouping. Use front-end estimation to estimate sums and differences

3 rd Grade Math in Focus Chapter 1-Numbers to 10,000 Counting Place Value Comparing Ordering Numbers Use base-ten blocks to count, read, write numbers to 10,000 Count on by 1s, 10s, 100s, 1,000s to 10,000

### xcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District

### I can use the four operations (+, -, x, ) to help me understand math.

I Can Common Core! 4 th Grade Math I can use the four operations (+, -, x, ) to help me understand math. Page 1 I can understand that multiplication fact problems can be seen as comparisons of groups (e.g.,

### Mathematical Practices:

Content Area Mathematics Grade Level 4 th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code 1. Number Sense, Properties, and Operations 2. Patterns, Functions, and Algebraic

### OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN NUMBER AND OPERATIONS: FRACTIONS

OPERATIONS AND ALGEBRAIC THINKING 003-249 REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND DIVISON UNDERSTAND PROPERTIES OF MULTIPLICATION AND THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION

### Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics D-H Approximately 25 days Begin around January 4 th

HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics D-H Approximately 25 days Begin around January 4 th In

### AIMS Common Core Math Standards Alignment

AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (3.OA) 1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of

### 3.OA.A- Represent and solve problems involving multiplication and division

MARYLAND COLLEGE AND CAREER READY STANDARDS-GRADE 3 OPERATIONS AND ALGEBRAIC THINKING 3.OA.A- Represent and solve problems involving multiplication and division 3.OA.A.1- Interpret products of whole numbers,

### 3.NBT NBT.2

Saxon Math 3 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Grade 2 Mathematics Scope and Sequence

Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100

### NSCAS - Math Table of Specifications

NSCAS - Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count

### Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages

4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures

### 3rd Grade Math Unit 1 8/18. # of Days: 7. Assessment: Fluency with Addition & Subtraction 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.

Math Unit 1 # of Days: 7 8/18 Fluency with Addition & Subtraction. 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.2 MP 1, 2, 4, 5 3.NBT.A.2 3.OA.D.8 MP 1, 2, 3, 4, 5, 6 3.OA.D.9 MP 3, 6, 7, 8 3.MD.B.3 MP 2, 4 Tell

### 4NPO3a Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths.

Correlation: 2016 Alabama Course of Study, Mathematics standards and NAEP Objectives When teaching Alabama Course of Study content, NAEP objectives and items are useful for identifying a level of rigor

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

### Formative type assessment (i.e. windshield check, dry erase boards, exit tickets, multiple choice, journals, checklists, etc.

Jones County School District Assessment Blueprint 2013-2014 Grade/Subject Level: 3rd Grade Math Team Members: A. Mobley, K. Husser, R. Sims, S. Clark, K. Knight, J. Hall Creating Summative / District Benchmark

### 4 th Grade Curriculum Map

4 th Grade Curriculum Map 2017-18 MONTH UNIT/ CONTENT CORE GOALS/SKILLS STANDARDS WRITTEN ASSESSMENTS ROUTINES RESOURCES VOCABULARY September Chapter 1 8 days NUMBERS AND OPERATIONS IN BASE TEN WORKING

### 2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2

Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Standards for Mathematical Practice

Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct

### Write numbers to 100,000 in standard form, word form, and expanded form

4 th Grade Math in Focus Chapter 1-Working with Whole to 100,000 Comparing to 100,000 Adding and Multi-Digit Write numbers to 100,000 in standard form, word form, and expanded form Compare and order numbers

### Second Quarter Benchmark Expectations for Units 3 and 4

Mastery Expectations For the Second Grade Curriculum In Second Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of base-10 notation. Building fluency

### Common Core State Standard I Can Statements 2 nd Grade

CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics

Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting together, taking apart,

### 2nd Grade Math Curriculum Map

Standards Quarter 1 2.OA.2. Fluently add and subtract within 20 using mental strategies.* By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.3. Determine whether a group of objects

### Grade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction

Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100

### Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk

Grade 3: PA Academic Eligible and PA Common Core Crosswalk Alignment of Eligible : More than Just The crosswalk below is designed to show the alignment between the PA Academic Standard Eligible and the

### Math + 4 (Red) SEMESTER 1. { Pg. 1 } Unit 1: Whole Number Sense. Unit 2: Whole Number Operations. Unit 3: Applications of Operations

Math + 4 (Red) This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive

### DCSD Common Core State Standards Math Pacing Guide 2nd Grade Trimester 1

Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand two-step word problems involving

### First Grade Saxon Math Curriculum Guide Key Standards Addressed in Section

Sections and Lessons First Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 1-10 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs

### Math Grade 2. Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones.

Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term

### WITH MATH INTERMEDIATE/MIDDLE (IM) GRADE 6

May 06 VIRGINIA MATHEMATICS STANDARDS OF LEARNING CORRELATED TO MOVING WITH MATH INTERMEDIATE/MIDDLE (IM) GRADE 6 NUMBER AND NUMBER SENSE 6.1 The student will identify representations of a given percent

### GRADE 3 TEKS ALIGNMENT CHART

GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial

### 4th Grade Common Core Math Vocabulary

+ = + = + = + = + 4th Grade Common Core Math Vocabulary Created by Alexis Sergi Alexis Sergi http://www.teachersnotebook.com/shop/mathmojo = + = + + = + = + 1 Table of Contents!!!!!!!!!!!! Page Number

Prentice Hall Connected Mathematics 6th Grade Units 2004 Grade 6 C O R R E L A T E D T O Expectations Grade 6 Content Standard A: Mathematical facts, concepts, principles, and theories Numeration: Understand

### Common Core State Standards 1 st Edition. Math Pacing Guide

Common Core State Standards 1 st Edition Math Pacing Guide Fourth Grade 2 nd Nine Week Period 1 st Edition Developed by: Christy Mitchell, Amy Moreman, Natalie Reno ``````````````````````````````````````````````````````````````````````````````````````

### CCSS Mathematics Standards Operations & Algebraic Thinking Third Grade Date Taught

Operations & Algebraic Thinking Retaught Reviewed Represent and solve problems involving multiplication and division. Assessed CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret

### Grade 4 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 4 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

### Elko County School District 5 th Grade Math Learning Targets

Elko County School District 5 th Grade Math Learning Targets Nevada Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;

### AIMS Common Core Math Standards Alignment

AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (.OA) 1. Interpret products of whole numbers, e.g., interpret 7 as the total number of objects in groups of 7 objects

Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard

Madison County Schools Suggested 2 nd Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 2015-16 MS College- and Career-Readiness Standards: Significant Changes (ex: change

### VGLA COE Organizer Mathematics 4

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

### MATHEMATICS UTAH CORE GUIDES GRADE 2

MATHEMATICS UTAH CORE GUIDES GRADE 2 UTAH STATE BOARD OF EDUCATION 250 EAST 500 SOUTH P.O. BOX 144200 SALT LAKE CITY, UTAH 84114-4200 SYDNEE DICKSON, Ed.D., STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Operations

### PENNSYLVANIA. List properties, classify, draw, and identify geometric figures in two dimensions.

Know: Understand: Do: CC.2.3.4.A.1 -- Draw lines and angles and identify these in two-dimensional figures. CC.2.3.4.A.2 -- Classify twodimensional figures by properties of their lines and angles. CC.2.3.4.A.3

### MCAS/DCCAS Mathematics Correlation Chart Grade 4

MCAS/DCCAS Mathematics Correlation Chart Grade 4 MCAS Finish Line Mathematics Grade 4 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Number Sense Lesson 1: Whole Number Place Value Lesson

### Saxon Math K, Math 1, Math 2, and Math 3 Scope and Sequence

,,, and Scope and Sequence Numbers and Operations Number Sense and Numeration Counts by 1 s, 5 s, and 10 s Counts by 2 s, 25 s Counts by 100 s Counts by 3 s, 4 s Counts by 6 s, 7 s, 8 s, 9 s, and 12 s

### Number and Operations Fractions

Number and Operations Fractions Standards Entry Points Access Skills 3 Page 59 Pages 60 61 Pages 60 62 4 Pages 63 64 Page 65 67 5 Pages 68 69 Page 70 72 MATHEMATICS 58 CONTENT AREA Mathematics DOMAIN Number

### Grade 2: Mathematics Curriculum (2010 Common Core) Warren Hills Cluster (K 8)

Focus Topic:OA Operations and Algebraic Thinking TSW = The Student Will TSW use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from,

### Bracken County Schools Curriculum Guide Math. Grade 1 Unit 1: Number Computation Suggested Length: Ongoing

Grade 1 Unit 1: Number Computation Suggested Length: Ongoing Program of Studies 1. How are numbers used in our everyday life? NC-2 order groups of objects according to quantity NC-3 explore appropriate

### Mathematics Expectations Page 1 Grade 04

Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to

### 4 rows of 6 4 x 6 = rows of 4 6 x 4 = 24

Arrays 8/8/16 Array a rectangular arrangement of equal rows 4 4 rows of 6 4 x 6 = 24 6 6 6 rows of 4 6 x 4 = 24 4 Dimension the number of rows and columns in an array Multiplication the operation of repeated

### 2 nd Grade Standards Guide

2 nd Grade Standards Guide Table of Contents Content Page Number Overview to the Math Standards Guide 2-3 Geometry 4 Measurement & Data 4-5 Number & Operations in Base Ten 5-6 Operations & Algebraic Thinking

### Angle Measure and Plane Figures

Grade 4 Module 4 Angle Measure and Plane Figures OVERVIEW This module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize,

### Minute Simplify: 12( ) = 3. Circle all of the following equal to : % Cross out the three-dimensional shape.

Minute 1 1. Simplify: 1( + 7 + 1) =. 7 = 10 10. Circle all of the following equal to : 0. 0% 5 100. 10 = 5 5. Cross out the three-dimensional shape. 6. Each side of the regular pentagon is 5 centimeters.

### 2nd Grade TLI Common Core Emphasis Standards Emphasis Standards References

2.OA.1 2.OA.1(A) 2.OA.1(B) 2.OA.1(C) 2.OA.1(D) 2.OA.1(E) 2.OA.1(F) 2.OA.1(G) 2nd Grade 2012-2013 Emphasis Standards References OPERATIONS & ALGEBRAIC THINKING Represent and solve problems involving addition

### Math Pacing Guide. 2 nd Grade

Unit 1: Extending Base 10 Understanding 5, 10 5 weeks Instructional Days August 8 September 9, 2016 Understand place value. MGSE2.NBT.1 Understand that the three digits of a three-digit number represent

### Revised Elko County School District 2 nd Grade Math Learning Targets

Elko County School District 2 nd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;

### Common Core State Standards for Mathematics

A Correlation of To the Common Core State Standards for Mathematics Table of Contents Operations and Algebraic Thinking... 1 Number and Operations in Base Ten... 2 Measurement and Data... 4 Geometry...

### Saxon Math Manipulatives in Motion Primary. Correlations

Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in

### Correlation of USA Daily Math Grade 5 to Common Core State Standards for Mathematics

Correlation of USA Daily Math Grade 5 to Common Core State Standards for Mathematics 5.OA Operations and Algebraic Thinking (Mondays) 5.OA.1 Use parentheses, brackets, or p. 1 #3 p. 7 #3 p. 12 Brain Stretch

### Standard 4.G.1 4.G.2 5.G.3 5.G.4 4.MD.5

Draw and identify lines and angles, as well as classify shapes by properties of their lines and angles (Standards 4.G.1 3). Standard 4.G.1 Draw points, lines, line segments, rays, angles (right, acute,

### California 1 st Grade Standards / Excel Math Correlation by Lesson Number

California 1 st Grade Standards / Excel Math Correlation by Lesson Lesson () L1 Using the numerals 0 to 9 Sense: L2 Selecting the correct numeral for a Sense: 2 given set of pictures Grouping and counting

### Summer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages

Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed

### OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA GEOMETRY USER LICENSE 535

OPERATIONS AND ALGEBRAIC THINKING 003-164 REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION ADD AND SUBTRACT WITHIN 20 WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION

### 8/22/2013 3:30:59 PM Adapted from UbD Framework Priority Standards Supporting Standards Additional Standards Page 1

Approximate Time Frame: 6-8 weeks Connections to Previous Learning: Grade 2 students have partitioned circles and rectangles into two, three, or four equal shares. They have used fractional language such

### An Overview of Mathematics 4

An Overview of Mathematics 4 Number (N) read, write, represent, and describe whole numbers to 10 000 using concrete materials, pictures, expressions (e.g., 400 + 7), words, place-value charts, and symbols

### Level 1 Grade Level Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Mastery Level

Level 1 Grade Level 0-1.9 Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Level M.1.1 Number Sense and Operations M.1.1.1 Associate numbers and words for numbers with quantities.

Standard 1: Number & Operation 3.M.1.1.1 Read, write, compare, and order whole numbers to 10,000. (287.01.a) and use numbers 38-40% and use numbers Content Limit: When comparing numbers between 1,000 and

### SOL Instruction Tracking Form Grade 3 Mathematics

SOL Instruction Tracking Form Grade 3 Mathematics Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track the evidence

### Correlation of USA Daily Math Grade 2 to Common Core State Standards for Mathematics

2.OA 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems with unknowns in all positions. 2.OA.2 Fluently add and subtract within 20 using mental strategies. 2.OA.3 Determine

### Mathology Ontario Grade 2 Correlations

Mathology Ontario Grade 2 Correlations Curriculum Expectations Mathology Little Books & Teacher Guides Number Sense and Numeration Quality Relations: Read, represent, compare, and order whole numbers to

### Parent s Guide to GO Math! Technology Correlation

hmhco.com Parent s Guide to GO Math! Technology Correlation Volume Made in the United States Text printed on 00% recycled paper Grade VOL 90 GO Math! Grade Not sure how to help your child with homework?