4th Grade Math 1st Nine Weeks TEXTBOOK: GO Math Standards Textbook Tasks Websites/Activities Resources 4.NBT.A.1 Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700. Chapter 1 Lesson 1 Page 5 Lesson 5 Page 31 Building 10,000 Place Value Pirate Football Math Place Value Place Value Problems Engage NY Module 1 Topic A Building Conceptual Understanding and Fluency Through Games Place Value Pirates Page 86 4.NBT.A.2 Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship. Chapter 1 Lessons 2,3 Pages 11-22 Lessons for Learning Build a Number Page 8 Roll and Compare Page 17 Number Forms Task Build a Number Numeral, Word, & Expanded form Place Value Triangle Engage NY Module 1 Topic A Building Conceptual Understanding and Fluency Through Games Corn Shucks Page 14 Digit Ski Page 16 Appalachian Steps Page 18
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4.NBT.A.1 Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700.
Chapter 1 Lesson 1 Page 5
Lesson 5 Page 31
Building 10,000
Place Value Pirate
Football Math Place Value
Place Value Problems
Engage NY Module 1 Topic A
Building Conceptual
Understanding and Fluency
Through Games
Place Value Pirates Page 86
4.NBT.A.2 Read and write multi-digit
whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
Becca’s Battle Page 20 Estimation Valley Golf Page 86
4.NBT.B.4 Fluently add and subtract
within 1,000,000 using appropriate
strategies and algorithms.
Chapter 1 Lessons
6,7,8 Pages 37-54
Fluency Task 1
Fluency Task 2
Fluency Task 3
Addition & Subtraction Website
Adding and Subtracting Multi-Digit Numbers
Addition and Subtraction Number Stories
Engage NY Module 1 Topic D
Engage NY Module 1 Topic E
Building Conceptual
Understanding and Fluency
Through Games
Climbing Chimney Rock Page 23 Valuable Digits!! Page 24
4.NBT.B.5 Multiply a whole number of
up to four digits by a one-digit whole number and multiply two two-digit 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.
3,4,5,6,7,8 Pages 75-
112
Lessons 10,11
Pages 119-130
Strategies for
Multiplying Multi Digit Numbers
Multiplication Doubling and
Halving
Multiplication Strategy Partial Products 1
Multiplication Strategy Partial
Products 2
Make the largest product
Make the smallest product
4.MD.A.3 Know and apply the area and perimeter formulas for rectangles in real- world and mathematical problems. For 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.
Chapter 13 Lessons 1,2,3,4,5
Pages 717-748
Lessons for Learning
Building a Pen for Your Dog Page 70
Area and Perimeter
Zoo Designer
How Many Tables
Fencing a Garden
Designing a Zoo
Engage NY Module 3 Topic A
Building Conceptual
Understanding and Fluency
Through Games
I Get Around! Page 74 Raging Rectangles Page 77 Zoo Designer Page 87
4.NBT.B.6 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.
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.
Pages 279-310
Prime Number Hunt
Least Common Multiple
Engage NY Module 3 Topic F
Prime Landing Page 86
4.NF.A.1 Explain why a fraction
is equivalent to a fraction x
or ÷
by using
x ÷ visual fraction models, with 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. For example, 3
= 3 x 2
= 6
.
4 4 x 2 8
Chapter 6 Lessons 1,2,3,4,5 Pages 327-356
Star Bar Task
Creating Equivalent Fractions
Engage NY Module 5 Topic B
Building Conceptual
Understanding and Fluency
Through Games Tangram Challenges Page 33 Terrific Tar Heels Page 34 Tony Fraction’s Pizza Game Page 86
4.NF.A.2 Compare two
fractions with different
numerators and different
denominators by creating
common denominators or
common numerators or by comparing to a benchmark fraction such as
1. Recognize that
comparisons are valid
2 only when the two fractions refer to the same whole. Use the symbols >, =, or < to
show the relationship and justify
Chapter 6 Lessons 6,7,8 Pages 359-376
Lessons for Learning Place the Fraction Page 34
Fraction Card Games
Comparing Fractions Task
More or Less Than 1 Task
CCSS Flip Book p. 34-36
Birthday Fractions
Fraction Compare
Fraction Cards
Snack Time Engage NY Module 5 Topic C
Building Conceptual
Understanding and Fluency
Through Games Hatteras Hop Page37 Multiplying and Comparing Fractions Game Page 41 Fraction Splat Page 87
Lessons for Learning Fractions in the Real World Page 37 Fraction Cover Up Page 40 Give ‘Em Chocolate! Page 43 The Big H Page 47 The Smallest Difference Wins Page 51 Unit Fractions Page 54
Building Conceptual
Understanding and Fluency
Through Games Find the Fraction Model Page 44 Fraction “Close To” Game Page 46 Zach’s Zoo Adventure Page 49 Escape from Fraction Manor Page 87
c. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.
4.OA.C.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. 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.
multiply a whole number by a fraction. For example, use a visual fraction
model to express 3 × 2
as 6 × 1,
recognizing this product as 6.
5 5 5
(In general, x =
( x ) = ( x ) x
1.)
c. Solve contextual problems involving multiplication of a whole number by a fraction (e.g., by using visual fraction models and equations to represent the
Show What You Know: Multiple Representations of Decimals and Fractions Page 59
Dimes and Pennies Task
Engage NY Module 6 Topic A
Decimals in Money
Representing Decimals with Base 10 Blocks
Converting Fractions to Decimals Game
4.NF.C.7 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. Use the symbols >, =, or < to show the relationship and justify the conclusions.
Chapter 9 Lesson 7 Page 533
Comparing Decimals with >, <, or = Task
Running the Race
Engage NY Module 6 Topic C
Comparing Decimals
Building Conceptual
Understanding and Fluency
Through Games
Deci-Mill Dunk Page 63 Deci-Moves Page 64 Corn Shucks Page 14 Death to Decimals Page 87
4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
4.MD.C.7 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 and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure).
Chapter 11 Lessons 4,5 Pages 621-632
Angle Task
Angle Task 2
Angle Word Problems
Engage NY Module 4 Topic C
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in two- dimensional figures.
Chapter 10 Lesson 1 Page 549 Lesson 3 Page 561
Quilt Making
Alphabet Lines
Geoboard Line Segments
Angles on the Geoboard
Angle Barrier Game
Engage NY Module 4 Topic A
4.G.A.1 4.G.A.2 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