GRADE 4
GOAL: The student understands and applies the concepts and procedures of mathematics.
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Essential Academic
Learning Requirements |
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Assessment Strategies |
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The
learner will: 1.1 Understand and apply concepts and procedures from number sense Benchmarks
Number
and Numeration Use objects, pictures, or symbols to demonstrate understanding of whole and fractional numbers, and place value in whole numbers. Identify, compare and order whole numbers and simple fractions Demonstrate an understanding of the properties of the whole number system. Computation and Estimation
Show understanding of whole number operations (+,-, X, ¸) Add, subtract, multiply, and divide whole numbers Use metal arithmetic, pencil and paper, or calculator as appropriate to the task involving whole numbers |
To
meet this standard the learner will: 1.1 Understands numbers can be expressed in different forms (standard form, word form, expanded form) Understands that the value of a digit in a number depends on its positions relative to the decimal Identifies and uses numbers and ordered numbers to 1,000,000 and common fractions Understands and uses numbers to the nearest tens, hundreds, and thousands Understands a fraction is a part of a whole Uses physicals models and pictures to demonstrate relationships within fraction families (halves, fourths, eighths, sixteenths; thirds, sixths, twelfths, etc.) Understands the properties of operations on real numbers Uses objects, pictures, or symbols to illustrate the meaning of cumulative, associative, and identify properties of addition and multiplication Uses a calculator to find missing numbers in addition, subtraction, multiplication, and division equations Uses manipulative or pictures to demonstrate multiplication and division in inverse operations Write number sentences using addition, subtraction, multiplication, & division Solving multi-step problems using multi-digit whole numbers from a variety of content areas Estimates and solves realistic problems involving +,-,x,¸ using the computation strategy most appropriate to the situation (mental math, paper and pencil, calculator) Demonstrates meaning of multiplication and division using physical models to solve problems containing one or two digit factors |
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GOAL: The student understands and applies the concepts and procedures of mathematics.
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Suggested
Instructional Strategies / Activities |
Resources &
Materials |
Activity: Number Sense
Palindromes Number Sense pp. 125 -128 Voting Results: pp. 197-209Number & Quantity, with data, part/whole, graph/chart Uses concept of “equal amounts” Communicate accurate voting results by making a graph or chart How Many Circles: pp. 31-45 Number & Quantity, Estimation,
proportional scale, subsets and regions Devise efficient and workable strategies for making reasonable estimations Describe strategy “How estimates were arrived” Highway Sign: pp. 153 – 164 Number Sense, Fractions, Reasoning Interpret information from sign Compute with fractions Magic Age Rings: pp. 47
– 70 Number Sense & Quantity, Functions, Order of operations -, +, x, ¸ Apply simple problem solving,
use variety of operations, Demonstrates understanding of
reverse order operations Use doubling and inverse
operations to solve complex operations Explain results |
About Teaching Mathematics: A K-8 Resource by Marilyn Burns Balanced Assessment Elementary Grades, Package 1 Dale Seymour
Publisher Balanced Assessment Elementary Grades, Package 1 Dale Seymour
Publisher Balanced Assessment Elementary Grades, Package 1 Dale Seymour
Publisher Balanced Assessment Elementary Grades, Package 1 Dale Seymour
Publisher |
GOAL: The student understands and applies the concepts and procedures of mathematics.
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Essential Academic
Learning Requirements |
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Assessment Strategies |
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The
learner will: 1.1 Understand and apply concepts and procedures from number sense Computation and Estimation
Show understanding of whole number operations (+,-, X, ¸) Add, subtract, multiply, and divide whole numbers Use metal arithmetic, pencil and paper, or calculator as appropriate to the task involving whole numbers Identify situations involving whole numbers in which estimation is useful Use estimation to predict computation results and to determine the reasonableness of answers, for example estimating a grocery bill Benchmarks
Attributes and dimensions
Understand and apply concepts and procedures from measurement Understands concepts of perimeter, area, and volume Use directly measurable attributes such as length, perimeter, area, volume/capacity, angle, weight/mass, money, and temperature to describe and compare objects Approximation
and Precision
Understand that measurement is approximate Estimate to predict and determine when measurements are reasonable, for example estimating the length of the playground by pacing it off |
To
meet this standard the learner will: 1.1 Uses physical models to solve problems involving a combination of any two whole operations Writes number sentences representing addition, subtraction, multiplication and division situations Describes and justifies reasonableness of an estimate to a division context Divides by 10’s, and 100’s Add, subtract, multiply, and divide multi-digit numbers 1.2 Computes perimeter, area, length, weight/mass, time and temperature when given a real life problem Solves realistic problems involving measurement of perimeter, area, length, weight and mass, time and temperature when given diagrams or objects Uses appropriate vocabulary and symbols to compare attributes of perimeter Determines and justifies whether exact or approximate measures are needed when given a realistic situation Understands estimation can be used to predict and determine reasonableness of measurement, understands there are numerous strategies for estimation Use non standard units to measure objects |
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