Amherst and Pelham Public Schools
Curriculum Overview
Subject: Mathematics Grade
Level: Fourth Grade
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Concepts/Enduring
Understandings/Themes |
Topics/Units |
Content/Skills |
Essential
Activities/Agreements |
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Number Sense and
Operations Patterns,
Relations, and Algebra Geometry Measurement Data Analysis, Statistics, and Probability |
Investigations
materials: --Landmarks and Large Numbers --Fraction Cards & Decimal Squares, --Factors, Multiples, & Arrays -- --How Many Packages? How Many Groups Scott Foresman Addition Wesley
(SFAW) text, Lessons in: Chapters 1, 5, 11 Investigations
materials: --Factors, Multiples, Arrays -- --Penny Jars/ Plant Growth SFAW text, Chap 1, 2, 8, 12 Investigations
materials: --Size, Shape ,Symmetry --Penny Jars/Plant Growth SFAW text,
Chap. 4 & 8 Investigations
materials: --Describing Shape of Data- --Size, Shape ,Symmetry --Penny Jars/Plant Growth SFAW Chap.
4, 9, 10, 11 Investigations
materials: -Describing Shape Data- SFAW: Chap. 4, 11, 12 |
*Exhibit an understanding of the base ten number system by reading, modeling,
writing, and interpreting whole numbers to at least 100,000. *Represent, order, and
compare large numbers (to at least 100,000) using various representations,
including expanded notation. *Select, use, and explain
models, (e.g., diagrams and manipulatives) to
relate common fractions and mixed number, find equivalent fractions, mixed
numbers, and decimals, and order and compare fractions. *Identify and generate equivalent forms of common
decimals and fractions less than one whole (halves, quarters, fifths, and
tenths). *Exhibit an understanding of the
base ten number system by reading, naming, and writing decimals
between 0 and 1 up to the hundredths. *Round whole numbers through 100,000 to
the nearest 10, 100, 1000, 10,000, and 100,000. *Select and use a variety of strategies
(e.g., front-end, rounding, and regrouping) to estimate quantities, measures,
and the results of whole-number computations up to three-digit whole numbers
and amounts of money to $1000, and to judge the reasonableness of the answer. *Add and subtract (up to five-digit
numbers) and multiply (up to three digits by two digits) accurately and
efficiently. Divide up to a three-digit whole number with a single-digit
divisor (with or without remainders) accurately and efficiently. Interpret
any remainders. *Use concrete objects and visual models to
add and subtract common fractions. *Solve problems involving proportional
relationships, including unit pricing, (e.g., four apples cost 80¢, one apple
costs 20¢) and map interpretation, (1 inch=5 miles, 2 inches=10 miles). *Determine how change in
one variable relates to a change in a second variable, e.g., input-output tables;
function machines; Guess My Rule? Problems *Identify angles as acute, right, or obtuse. *Using ordered pairs of
numbers and/or letters to graph, locate, identify points, and describe paths
on a grid (first quadrant only). *Describe and apply techniques
such as reflections (flips), rotations (turns), and translations (slides) for
determining if two shapes are congruent. *Identify and describe line symmetry in two-dimensional shapes. *Carry out simple unit
conversions within a system of measurement, (e.g., hours to minutes, cents to
dollars, yards to feet or inches, etc.). *Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using concrete objects, pictures, and rulers. *Represent the possible
outcomes for a simple probability situation. *List and count the
number of possible combinations of objects from two or three sets, (how many
different outfits from a set of 3 shirts, a set of 2 skirts, and a set of 2
hats?). |
The mathematics period in
the fourth grade classroom should be at least 60-70 minutes long each
day. This period may be broken down
into time for the general lesson (45-50) minutes and 15-25 minutes
each day for individual and small group extension, reinforcement, and
re-teaching work and/or Ten Minute
Math activities. In addition,
mathematics should be embedded in common classroom routines such as
attendance, calendar, and schedule. Teachers will also need to incorporate
the activities/suggestions in the Ten
Minute Math section (pages 23 –
34) of the Implementing Investigations
in Grade Four Guide into their daily class schedule, , and follow the MCAS Preparation Section (pages T36-T47)
in Volume 1 of the SFAW Teachers’ Manual. . |
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