Scott County Public Schools TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING 2011-2012 4 th Mathematics Grade Pacing Guide and Curriculum Map
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
2011-2012 4th
Mathematics Grade
Pacing Guide and Curriculum Map
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)
will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single
child that you come into contact with over the course of the school year. As you begin to look through the document, you
will first see that it is designed differently than what we have used before. Please allow me to describe each of the
different sections in detail.
Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is
designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so
that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have
the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will
notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are
listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are
covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.
This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong
instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide
provides a broad overview of when during the year, specific concepts should be taught.
Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard
deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly
language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student
friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by
posting on the board) in order to help them take more ownership and accountability for their own learning. Words and
phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before
posting on the board.
You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please
pay special attention as it may mean that the intent is to review previously learned content or it may mean that different
targets within that standard are being taught each time.
Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012
school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during
this school year. At the end of the year, we will begin to add them to the district document.
As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will
continually work to improve it as we collaborate together for the benefit of our students.
- Matt Thompson, Director of Elementary Schools 6/24/11
This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!
Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams
Maria Bennett
Amy Brannock
Crissy Ellison
Elizabeth Gabehart
Jessica Grant
Missie Hickey
Christa Kelly
Robin Lowe
Ashlee McCullough
Carla Prather
Paula Richey
Leah Riney
Annie Starnes
Ashley Beckett
Dana Boggs
Andrea Caudill
Stephanie Chenault
Ed Denney
Amanda Ford
Meghan Hillman
Lori Beth Mays
Jaime Moore
Rebecca Sargent
Morganne Vance
Rusty Andes
Ginny Barnes
Lori Bergman
Donna Cox
Amanda Featherston
Lisa Hanson
Rachel Lukacsko
Melissa Mullins
Angela Perkins
Misty Portwood
Theresa Shoup
Mary Frances Watts
Lori Wise
Kelley Bush
Monica Campbell
Melissa Chandler
Stephanie Foley
Debra Hunley
Judi Hunter
Wanda Johnson
Micah Rumer
Brittany Thomas
Marcie Ward
Tracey Werkheiser
Olivia Winkle
Dana Young
Bryan Blankenship
Laura Brock
Brooke Donovan
Marsha Downey
Jennifer Fraley
Jean Gillespie
Lori Graves
Judy Halasek
Shannon Marshall
Tammy Moore
Angela Schmidt
Angie Wallace
Robyn Bays
Stacey Carpenter
Kim Duncan
Betsy Fredericks
Amy Fryman
Wendy Holbrook
Jill Ingram
Paul Krueger
Bettie Ann Monroe
Jessica Napier
Kendle Nicholson
Sarah Price
Debbie Walker
Amy Baker
Corbie Bennett
Tammy Bisotti
Cari Bradley
Shannon Christopher
Peggy Cullen
Dorothy Daley
Cathy Gaebler
Deborah Haddad
Laura Johnson
Jeanne Keller
Amy McGuire
Heidi Mullins
Janet Parker
Lerin Parker
Terri Sutton
Page 2 of 57
Domain Key CC OA NBT NF MD G
Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
Scott County Pacing Guide
Fourth Grade Mathematics
1Nine
Weeks
st 4.MD: Represent and interpret data
• 4.MD.4
4.NBT: Generalize place value understanding for multi-digit whole numbers
• 5.NBT.1
4.NF.6: Understand decimal notation for fractions, and compare decimal fractions
• 4.NF.6
4.NBT: Generalize place value understanding for multi-digit whole numbers
• 4.NBT.2
4.NF: Understand decimal notation for fractions, and compare decimal fractions
• 4.NF.7
4.NBT: Generalize place value understanding for multi-digit whole numbers
• 4.NBT.3
4.NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic
• 4.NBT.4
4.OA: Use the four operations with whole numbers to solve problems
• 4.OA.3 • 4.OA.2 • 4.OA.1
4.OA: Gain familiarity with factors and multiples
• 4.OA.4
4.NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic
• 4.NBT.5
4.OA: Use the four operations with whole numbers to solve problems
• 4.OA.2 • 4.OA.3
2Nine
Weeks
nd 4.NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic
• 4.NBT.6
4.OA: Use the four operations with whole numbers to solve problems
• 4.OA.1 • 4.OA.3
4.NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic
• 4.NBT.6
4.OA: Use the four operations with whole numbers to solve problems
• 4.OA.2 • 4.OA.3
4.OA: Generate and analyze patterns
• 4.OA.5
4.G: Draw and identify lines and angles, and classify shapes by properties of their lines and angles
• 4.G.1
4.MD: Geometric measurement: understand concepts of angle and measure angles
• 4.MD.5ab
4.G: Draw and identify lines and angles, and classify shapes by properties of their lines and angles
• 4.G.1
4.MD: Geometric measurement: understand concepts of angle and measure angles
• 4.MD.5ab
4.MD: Geometric measurement: understand concepts of angle and measure angles
• 4.MD.6 • 4.MD.7
4.G: Draw and identify lines and angles, and classify shapes by properties of their lines and angles
• 4.G.2 • 4.G.3
3Nine
Weeks
rd 4.NF: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
• 4.NF.4a • 4.NF.3a • 4.NF.3b
4.NF: Extend understanding of fraction equivalence and ordering
• 4.NF.1
4.NF: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
• 4.NF.3c • 4.NF.3d
4.NF: Extend understanding of fraction equivalence and ordering
• 4.NF.2
4.NF: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
• 4.NF.4a • 4.NF.4b • 4.NF.4c
4.NF: Understand decimal notation for fractions, and compare decimal fractions
• 4.NF.5 • 4.NF.6 • 4.NF.7
4Nine
Weeks
th 4.MD: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
• 4.MD.1 • 4.MD.3 • 4.MD.2
4.MD: Represent and interpret data • 4.MD.4
4.MD: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
• 4.MD.2 • 4.MD.3
4.MD: Geometric measurement: understand concepts of angle and measure angles
• 4.MD.5ab • 4.MD.6 • 4.MD.7
Page 3 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.4 K R S P
Domain Standard 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.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Cluster Use place value understanding and properties of operations to perform multi-digit arithmetic.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.
I can add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.
Standard algorithm Commutative property Distributive property Associative property Identity property Zero property Sum Difference Inverse Operation
Page 4 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.1 K R S P
Domain Standard Number and Operations in Base Ten2 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. For example, recognize that 700÷70 = 10 by applying concepts of place value and division.
Cluster Generalize place value understanding for multi-digit whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K 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.
I can understand that in a multi-digit whole number, each digit is ten times the digit to the right.
This means I know the hundreds place is ten times greater than the tens place.
Digit Place Value
Page 5 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.6 K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Cluster Understand decimal notation for fractions, and compare decimal fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Explain the values of digits in the decimal places.
I can explain the values of digits in the decimal places.
Decimal Notation Hundredths Tenths Multiple Representation
2 K Read and write decimals through hundredths.
I can read and write decimals through hundredths.
Page 6 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.2 K R S P
Domain Standard 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.
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.
Cluster Generalize place value understanding for multi-digit whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
I can read and write multi-digit whole numbers using standard form (base-ten numerals), word form (number names), and expanded form.
Expanded form Number Names (standard) Base ten numerals Greater than Less than Equal to Compare
2 R Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
I can compare two-digit numbers using >,<, and = symbols.
Page 7 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.7 K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
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.
Cluster Understand decimal notation for fractions, and compare decimal fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that comparisons are valid only when the two decimals refer to the same whole.
I can compare two decimals that are part of the same whole.
2 R Compare two decimals to hundredths by reasoning about their size.
I can compare two decimals to hundredths using place value knowledge.
3 R Record the results of comparisons with the symbols >, =, or <.
I can compare two decimals to hundredths by using >, =, and <.
4 R Justify the conclusions using visual models and other methods,
I can prove my comparisons using words, pictures, or manipulatives.
Page 8 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.3 K R S P
Domain Standard 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.
Use place value understanding to round multi-digit whole numbers to any place.
Cluster Generalize place value understanding for multi-digit whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Round multi-digit whole numbers to any place using place value.
I can round multi-digit whole numbers less than or equal to 1,000,000 to any place value.
Page 9 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.4 K R S P
Domain Standard 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.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Cluster Use place value understanding and properties of operations to perform multi-digit arithmetic.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.
I can add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.
Standard algorithm Commutative property Distributive property Associative property Identity property Zero property Sum Difference Inverse Operation
Page 10 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.OA.3 K R S P
Domain Standard
Operations and Algebraic Thinking 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.
Cluster
Use the four operations with whole numbers to solve problems.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Divide whole numbers
including division with
remainders.
I can define a variable. Remainder
Quotient
Mental
Computation
Estimation
Rounding
Divisible
Divisor
Dividend
Multi-Step
2 R Represent multi-step word
problems using equations
with a letter standing for
the unknown quantity.
I can show a multi-step
word problem using
equations with a variable
(unknown quantity).
This means I can state what
the problem is asking,
decide the appropriate
operation, and correctly
solve for the unknown
quantity.
3 R Assess the reasonableness
of an answer in solving a
multistep word problem
using mental math and
estimation strategies
(including rounding).
I can use mental math and
estimation to decide if my
answer is reasonable.
4 R Represent multi-step word
problems using equations
with a letter standing for
the unknown quantity.
I can show a multi-step
word problem using
equations with a variable
(unknown quantity).
This means I can state what
the problem is asking,
decide the appropriate
operation, and correctly
solve for the unknown
quantity.
Page 11 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.OA.2 K R S P
Domain Standard Operations and Algebraic Thinking 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.
Cluster Use the four operations with whole numbers to solve problems.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Describe multiplicative comparison.
I can describe multiplicative comparisons.
This means I understand that 18 is the same as 3 times as many as 6.
Additive Comparison Multiplicative Comparison Unknown Quantity (variable)
2 K Describe additive comparison.
I can describe additive comparison.
This means I can use repeated addition.
3 K Multiply or divide to solve word problems.
I can multiply to solve word problems.
4 R Distinguish between multiplicative comparison and additive comparison (repeated addition).
I can explain the difference between multiplicative comparison and additive comparison.
This means I understand that 35 = 5 x 7 as a statement meaning 35 is 5 times as many as 7 or 35 = 7 + 7 + 7 + 7 + 7.
5 R Determine and use a variety of representations to model a problem involving multiplicative comparison.
I can show how to solve a multiplication problem using illustrations, models, etc.
6 R Determine appropriate operation and solve word problems involving multiplicative comparison.
I can choose the correct operation to solve a word problem.
Page 12 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.OA.1 K R S P
Domain Standard
Operation and Algebraic Thinking Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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. Cluster
Use the four operations with whole numbers to solve problems.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know multiplication
strategies.
I can use different
multiplication strategies,
arrays, partial products,
skip counting, repeated
addition, standard
algorithm, etc.
Equation
Array
Factors
Products
2 K GAP SKILLS I can multiply single digit
numbers fluently.
3 R Interpret a multiplication
equation as a comparison
(eg.18 = 3 times as many
as 6).
I can describe a
multiplication equation as a
comparison.
This means I understand
that 12 is the same as twice
as many as 6.
4 R Represent verbal
statements of
multiplicative comparisons
as multiplication equations.
I can show and explain a
multiplication comparison
as an equation.
This means I can show that
12 = 2 times as many as 6
or 12 = 2 x 6.
5 K GAP SKILLS I can understand what the
numbers in a division
problem represent.
6 K GAP SKILLS I can identify the
multiplication problem
related to the division
problem.
7 R GAP SKILLS I can use multiplication to
solve division problems.
Page 13 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
8 R GAP SKILLS I can explain what division
means and how it relates to
equal shares.
9 R GAP SKILLS I can interpret quotients as
the number of shares or the
number of groups when a
set of objects is divided
equally.
10 K GAP SKILLS I can multiply and divide
with 100.
11 R GAP SKILLS I can analyze a
multiplication or division
problem in order to choose
an appropriate strategy to
fluently multiply or divide
with 100.
12 R GAP SKILLS I can solve word problems
in situations involving
equal groups, arrays, and
measurement quantities.
Page 14 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.OA.4 K R S P
Domain Standard Operations and Algebraic Thinking Find all factor pairs for a whole number in the range 1 – 100. Recognize that 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.
Cluster Gain familiarity and factors and multiples.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define prime and composite numbers.
I can define prime and composite numbers.
Prime Composite Factor Pairs Multiple
2 K Know strategies to determine whether a whole number is prime or composite.
I can explain if a number is prime or composite.
This means I can prove if a number is prime or composite by using factor trees, factor rainbows or verbal reasoning.
3 K Identify all factor pairs for any given number 1 – 100.
I can identify all factor pairs for any given number 1 – 100.
4 K Recognize that a whole number is a multiple of each of its factors.
I can recognize that a whole number is a multiple of each of its factors.
5 R Determine if a given whole number (1-100) is a multiple of a given one-digit number.
I can decide if any whole number (1-100) is a multiple of any other one digit number.
Page 15 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.5 K R S P
Domain Standard 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.
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.
Cluster Use place value understanding and properties to perform multi-digit arithmetic.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Multiply a whole number of up to four digits by a one-digit whole number.
I can multiply a whole number of up to four digits by a one-digit whole number.
Equation Rectangular array Area Model (grid)
2 K Multiply two two-digit numbers.
I can multiply two two-digit numbers,
3 R Use strategies based on place value and the properties of operations to multiply whole numbers.
I can use place value strategies and the properties of operations to multiply whole numbers.
This means I can use the associative, commutative, distributive, and multiplicative identity properties to solve multiplication problems.
4 R Illustrate and explain calculations by using written equations, rectangular arrays, and / or area models.
I can illustrate and explain my answers by writing equations, using arrays, and / or area models.
Page 16 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.6 K R S P
Domain Standard 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.
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.
Cluster Use place value understanding and properties of operations to perform multi-digit arithmetic.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors.
I can divide a four-digit dividend by a one-digit divisor to find a quotient with or without a remainder.
Quotients Remainders Divisor Dividend Fact Family Properties of Operations
1 R Use the strategies based on place value, the properties of operations, and / or the relationship between multiplication and division.
I can use place value strategies, the properties of operations, and the relationship between multiplication and division to solve division problems.
This means I can look at a division problem, choose and use the correct strategy, and solve it.
2 R Illustrate and explain the calculation by using written equations, rectangular arrays, and / or area models.
I can illustrate and explain my quotients by writing equations, using arrays, and / or area models.
Page 17 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.OA.1 K R S P
Domain Standard
Operation and Algebraic Thinking Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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. Cluster
Use the four operations with whole numbers to solve problems.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know multiplication
strategies.
I can use different
multiplication strategies,
arrays, partial products,
skip counting, repeated
addition, standard
algorithm, etc.
Equation
Array
Factors
Products
2 K GAP SKILLS I can multiply single digit
numbers fluently.
3 R Interpret a multiplication
equation as a comparison
(eg.18 = 3 times as many
as 6).
I can describe a
multiplication equation as a
comparison.
This means I understand
that 12 is the same as twice
as many as 6.
4 R Represent verbal
statements of
multiplicative comparisons
as multiplication equations.
I can show and explain a
multiplication comparison
as an equation.
This means I can show that
12 = 2 times as many as 6
or 12 = 2 x 6.
5 K GAP SKILLS I can understand what the
numbers in a division
problem represent.
6 K GAP SKILLS I can identify the
multiplication problem
related to the division
problem.
7 R GAP SKILLS I can use multiplication to
solve division problems.
Page 18 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
8 R GAP SKILLS I can explain what division
means and how it relates to
equal shares.
9 R GAP SKILLS I can interpret quotients as
the number of shares or the
number of groups when a
set of objects is divided
equally.
10 K GAP SKILLS I can multiply and divide
with 100.
11 R GAP SKILLS I can analyze a
multiplication or division
problem in order to choose
an appropriate strategy to
fluently multiply or divide
with 100.
12 R GAP SKILLS I can solve word problems
in situations involving
equal groups, arrays, and
measurement quantities.
Page 19 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.OA.3 K R S P
Domain Standard
Operations and Algebraic Thinking 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.
Cluster
Use the four operations with whole numbers to solve problems.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Divide whole numbers
including division with
remainders.
I can divide whole
numbers with and without
remainders.
This means I can divide
into equal groups or have
leftovers.
Remainder
Quotient
Divisible
Divisor
Dividend
Multi-Step
Mental Computation
Estimation
Rounding
2 R Represent multi-step word
problems using equations
with a letter standing for
the unknown quantity.
I can show a multi-step
word problem using
equations with a variable
(unknown quantity).
This means I can state what
the problem is asking,
decide the appropriate
operation, and correctly
solve for the unknown
quantity.
3 R Assess the reasonableness
of an answer in solving a
multistep word problem
using mental math and
estimation strategies
(including rounding).
I can use mental math and
estimation to decide if my
answer is reasonable.
4 R Interpret multistep word
problems (including
problems in which
remainders must be
interpreted) and determine
the appropriate
operation(s) to solve.
I can solve a multi-step
word problem and decide
how to use the remainder.
This means I can state what
the problem is asking,
decide the appropriate
operation, and correctly
solve the problem.
Page 20 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.OA.2 K R S P
Domain Standard Operations and Algebraic Thinking 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.
Cluster Use the four operations with whole numbers to solve problems.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Multiply or divide to solve word problems.
I can divide to solve word problems.
Multiplicative Comparison Additive Comparison Unknown Quantity (variable)
2 R Determine appropriate operation and solve word problems involving multiplicative comparison.
I can choose the correct operation to solve a word problem.
Page 21 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.OA.5 K R S P
Domain Standard Operations and Algebraic Thinking 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 this way.
Cluster Generate and analyze patterns.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify a number or shape pattern.
I can identify a number or shape pattern.
Patterns Sequence Odd Even
2 R Generate a number or shape pattern that follows a given rule.
I can create a number or shape pattern that follows a rule.
3 R Analyze a pattern to determine features not apparent in the rule (always odd or even, alternates between odd and even, etc.)
I can look at a pattern, determine the rule, and identify other characteristics of the pattern (always odd or even, alternates between odd and even etc.).
Page 22 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.G.1 K R S P
Domain Standard Geometry Draw points, lines, line segments, rays, angles (rights, acute, obtuse), and perpendicular and parallel lines.
Identify these in two-dimensional figures. Cluster Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
I can draw points. Points Lines Line Segments Rays Angles (right, obtuse, acute) Perpendicular Parallel Lines Quadrilateral
2 I can draw lines. 3 I can draw line segments. 4 I can draw rays. 5 I can draw angles (right,
acute, obtuse).
6 I can draw perpendicular and parallel lines.
7 R Analyze two-dimensional figures to identify points, lines, line segments, rays, angles, (right, acute, obtuse), and perpendicular and parallel lines.
I can analyze a two-dimensional figure to find points.
8 I can analyze a two-dimensional figure to find lines.
9 I can analyze a two-dimensional figure to find line segments.
10 I can analyze a two-dimensional figure to find rays.
11 I can analyze a two-dimensional figure to find angles.
12 I can analyze a two- This means I can look
Page 23 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
dimensional figure to find perpendicular and parallel lines.
closely and decompose a two-dimensional shape into these parts.
Parallelogram Rhombus Rectangle Square Trapezoid Kite
13 I can find parallel or perpendicular lines in two-dimensional figures.
Page 24 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.5ab K R S P
Domain Standard Measurement and Data Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and
understand concepts of angle measurement: 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 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. an angle that turns through n one-degree angles is said to have an angle measure of n degrees.
Cluster Geometric measurement: understand concepts of angle and measure angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define angle. I can define an angle. Angle Ray Endpoint Vertex Vertices Circle Circular Arc
2 K Recognize and identify an
angle as a geometric shape formed from 2 rays with a common endpoint.
I can recognize that an angle is formed by 2 rays with a common endpoint.
3 K Recognize a circle as a geometric figure that has 360 degrees.
I can recognize that a circle has 360 degrees.
4 K Recognize that an angle is a fraction of a 360 degree circle.
I can recognize that an angle is a fraction of a circle.
5 K Explain the angle measurement in terms of degrees.
I can explain angle measurement in degrees.
6 R Compare angles to circles with the angles point at the center of the circle to determine the measure of an angle.
I can compare an angle to a circle to find the angle’s measure.
This means I can place the angles point at the center of the circle to find its measure.
Page 25 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
7 R Calculate angle measurement using the 360 degrees of a circle.
I can calculate the measurement of an angle using a circle.
Point Intersect Protractor Baseline Calculate Acute Angles Obtuse Angles Right Angles Straight Angles
Page 26 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.6 K R S P
Domain Standard Measurement and Data Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Cluster Geometric Measurement: understood concepts of angles and measure angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that angles are measured in degrees.
I can recognize that angles are measured in degrees.
Degree Scale Protractor
2 K Read a protractor. I can read and use a protractor.
3. R Determine which scale on the protractor to use, based on the direction the angle is open.
I can decide which scale to use based on the size of the angle.
This means I can line up the baseline ray pointing to the 0 degree mark.
4 R Determine the kind of angle based on the specified measure to decide reasonableness of the sketch.
I can decide the kind of angle based on its size.
This means I can tell if an angle is straight, obtuse, acute, or right.
5 P Measure angles in whole-number degrees using a protractor.
I can measure angles using a protractor
6 P Sketch angles of specified measure.
I can draw angles when given a specific measurement.
Page 27 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.7 K R S P
Domain Standard Measurement and Data 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.
Cluster Geometric measurement: understand concepts of angle and measure angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that an angle can be divided into smaller angles.
I can recognize t that an angle can be divided into smaller angles.
Diagram
2 R Solve addition and subtraction equations to find unknown angle measurements on a diagram.
I can solve addition and subtraction equations to find unknown angle measurements.
This means I can use a variable to represent the measure of the missing part, write a number sentence, and solve for the variable using addition and subtraction.
3 R Find an angle measure by adding the measurements of the smaller angles that make up the larger angle.
I can add small angles to find the measure of a larger angle.
This means when the measure of the unknown angle is found the two small angles added together should equal the large angle.
4 R Find an angle measure by subtracting the measurements of the smaller angle from the larger angle.
I can subtract a smaller angle from a larger angle to find the missing angle’s measurement.
This means if the measure of one of the smaller angles is unknown, the measure of the large angle and the known small angle can be subtracted to find it. For example, if the large angle is 90 and one small angle is
Page 28 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
50, we know that 90-50=40, so the other small angle is 40.
Page 29 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.G.2 K R S P
Domain Standard
Geometry 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
triangles. Cluster
Draw and identify lines and angles, and classify shapes by properties of their lines and
angles.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize acute, obtuse,
and right angles.
I can identify acute, obtuse,
and right angles.
Parallel lines
Perpendicular lines
Two-dimensional
figure
Right triangle
Classify
Attribute (of a shape)
Plane figure
Polygons
Triangle
Square
Pentagon
Hexagon
Heptagon
Octagon
2 K GAP SKILLS I can identify that a triangle
measures 180 degrees.
3 K Identify right triangles. I can identify right
triangles.
4 K GAP SKILLS I can identify regular
polygons based on number
of sides.
5 R Classify triangles as right
triangles or not right.
I can classify triangles as
right triangles or not right.
6 K GAP SKILLS I can identify types of
triangles based on sides
and measure of angles.
This means I can classify
triangles as acute, obtuse,
right and equilateral,
scalene, or isosceles.
7 K Identify parallel or
perpendicular lines in two-
dimensional figures.
I can find parallel or
perpendicular lines in two-
dimensional figures.
8 R Classify two-dimensional
figures based on parallel or
perpendicular lines and
size of angles.
I can classify polygons
based on parallel or
perpendicular lines and
size of angles.
Page 30 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.G.3 K R S P
Domain Standard Geometry 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.
Cluster Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize lines of symmetry for a two-dimensional figure.
I can recognize lines of symmetry in a two-dimensional figure.
Symmetry Symmetric Line symmetric figure
2 K Recognize a line of symmetry as a line across a figure that when folded along creates matching parts.
I can recognize a line of symmetry formed by folding a shape into two matching parts.
3 K Draw lines of symmetry for two-dimensional figures.
I can draw lines symmetry.
4 K Identify line-symmetric figures.
I can identify figures that have lines of symmetry.
Page 31 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.NF.4a K R S P
Domain Standard
Number and Operations – Fractions
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6,
8, 10, 12, and 100.
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4
as the product 5 x ¼, recording the conclusion by equation 5/4 = 5 x (1/4)
Cluster
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K GAP SKILLS I can define a unit fraction.
2 K Represent a fraction a/b as
a multiple of 1/b (unit
fractions). For example,
represent 5/4 as an
accumulation of five ¼’s.
I can show a fraction as a
multiple of unit fractions.
This means 5/4 = ¼ + ¼ +
¼ + ¼ + ¼ or 5/4 = 5 x
(1/4).
3 K From the introduction:
Students extend previous
understandings about how
fractions are built from unit
fractions, using the
meaning of fractions and
the meaning of
multiplication to multiply a
fraction by a whole
number.
I can multiply fractions by
a whole number.
4 R Apply multiplication of
whole numbers to
multiplication of a fraction
by a whole number using
visual fraction models.
I can show the
multiplication of a fraction
by a whole number using
fraction models.
This means 2/3 = 2 x (1/3).
Page 32 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
(For example, just as
students know that four 3’s
can be represented by 4 x
3, students know that five
¼’s is 5 x ¼ which is 5/4.)
Page 33 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.3a K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Understand a fraction a/b with a>1as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Cluster Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Accumulating unit fractions (1/b) results in a fraction (a/b), where a is greater than 1.
I can show that the sum of two unit fractions with the same denominator will create a fraction with the same denominator.
Accumulating fractions Composing fractions Decomposing fractions Fraction models
2 K From the introduction: Students extend previous understandings about how fractions are built from unit fractions, composing (joining) fractions from unit fractions, and decomposing (separating) fractions into unit fractions…
I can compose and decompose fractions with line denominators.
This means I can add and subtract fractions with like denominators.
3 R Using fraction models, reason that addition of fractions is joining parts that are referring to the same whole.
I can use fraction models to show that adding fractions with the same denominator means joining parts of the same whole together.
This means that when I add two fractions with the same denominator that they come from the same whole.
4 R Using fraction models, I can use fractions models This means that when I
Page 34 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
reason that subtraction of fractions is separating parts that are referring to the same whole.
to show that subtracting fractions with the same denominator means separating parts of the same whole.
subtract two fractions with the same denominator that they come from the same whole.
Page 35 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.3b K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Understand a fraction a/b with a>1 as a sum of fractions 1/b. 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 decomposition, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Cluster
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Add and subtract fractions with like denominators.
I can add and subtract fractions with like denominators.
2 K Recognize multiple representations of one whole using fractions with the same denominator.
I can identify at least two ways to show one whole using fractions with the same denominator.
This means I understand that 3/3 = 1/3 + 1/3 + 1/3 or 2/3 + 1/3 = 3/3.
3 R Using visual fraction models, decompose a fraction into the sum of fractions with the same denominator in more than one way.
I can decompose or separate one whole using fraction model manipulatives.
4 R Record decompositions of fractions as an equation and explain the equation using visual fraction models.
I can explain the decomposition or separation of a fraction by using fraction models.
This means I can make fraction models (pictures of fractions) to prove a fraction equation.
Page 36 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.1 K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Explain why a fraction a/b is equivalent to a fraction (n x a ) / ( n x b ) by using 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.
Cluster Extend understanding of fraction equivalence and ordering.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize and identify equivalent fractions with unlike denominators.
I can recognize and identify equivalent fractions with unlike denominators.
Equivalent Visual fraction model Numerator Denominator Fraction Model
2 R Explain why a/b is equal to (n x a) / (n x b) by using fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. (ex. Use fraction strips to show why ½ = 2/4 = 3/6 = 4/8)
I can explain how to find equivalent fractions by multiplying / dividing the numerator and denominator by the same number.
3 R Use visual fraction models to show why fractions are equivalent (ex. ¾ = 6/8)
I can draw a picture to show that two fractions are equivalent.
4 R Generate equivalent fractions using visual fraction models and explain why they can be called “equivalent”.
I can create equivalent fractions using picture models and explain why they are equal.
Page 37 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.NF.3c K R S P
Domain Standard
Number and Operations – Fractions
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6,
8, 10, 12, and 100.
Understand a fraction a/b with a>1as a sum of fractions 1/b.
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. Cluster
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 R GAP SKILLS I can explain and visually
represent a mixed number.
Mixed Number
Equivalent
Fraction
Properties of
Operations
Improper
Fractions
2 K Replace mixed numbers
with equivalent fractions,
using visual fraction
models. Replace improper
fractions with a mixed
number, using visual
fraction models.
I can rename a mixed
number as an improper
fraction and an improper
fraction as a mixed
number.
3 K Add and subtract mixed
numbers with like
denominators by using
properties of operations
and the relationship
between addition and
subtraction.
I can add and subtract
mixed numbers
denominators using the
properties of operations.
4 R Add and subtract mixed
numbers by replacing each
mixed number with an
equivalent fraction.
I can add and subtract
mixed numbers by
replacing each mixed
number with an equivalent
fraction.
Page 38 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.3d K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Understand a fraction a/b with a a>1 as the sum of fractions 1/b. 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.
Cluster Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Add and subtract fractions with like denominators.
I can add and subtract fractions with like denominators.
2 R Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, by using visual fraction models and equations to represent the problem.
I can solve addition and subtraction fraction word problems with like denominators using pictures and equations.
Page 39 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.2 K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
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 ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols <, >, =, and justify the conclusion, e.g. by using a visual fraction model.
Cluster Extend understanding of fraction equivalence and ordering.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize fractions as being greater than, less than, or equal to other fractions. Record comparison results with symbols: <, >, =
I can compare fractions using <, >, or = symbols.
Common Denominators Benchmark Fractions Unit Fractions Greatest Common Factor
2 K Use benchmark fractions such as ½ for comparison purposes.
I can use benchmark fractions such as ½ to compare two fractions.
3 K Make comparisons based on parts of the same whole.
I can make comparisons based on parts of the same whole.
This means I can compare fractions with the same denominator.
4 R Compare two fractions with different numerators, e.g. by comparing to a benchmark fraction such as ½.
I can compare two fractions with different numerators.
5 R Compare two fractions with different denominators, e.g., by creating common denominators, or by
I can compare two fractions with different denominators.
Page 40 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
comparing to a benchmark fraction such as ½.
6 R Justify the results of a comparison of two fractions, e.g. by using a visual model.
I can explain the comparison of two fractions using common denominators, comparing benchmark fractions, or using illustrations.
This means when I compare two fractions that have common denominators I will look at the numerators to determine which is greater. This means when I compare using benchmark fractions I will determine if my fraction is greater than, less than, or equal to ½. This means I will draw pictures to compare two fractions.
Page 41 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.NF.4b K R S P
Domain Standard
Number and Operations – Fractions
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6,
8, 10, 12, and 100.
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a
whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5) recognizing this
product as (6/5). Cluster
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K From the introduction:
Extend previous
understandings about how
fractions are built from unit
fractions, composing
fractions from unit fractions,
decomposing fractions into
unit fractions and the
meaning of fractions and the
meaning of multiplication to
multiply a whole number.
I can add, subtract, and
multiply fractions by a whole
number.
2 R Explain that a multiple of a/b is
a multiple of 1/b (unit fraction)
using a visual fraction model.
I can explain that a/b is a
multiple of 1/b using visual
fraction models.
This means I can show with
pictures that 6 x (1/5) = 6/5.
3 R Multiply a fraction by a
whole number by using the
idea that a/b is a multiple of
1/b. For example, use a visual
fraction model to express 3 x
(2/5) as 6 x (1/5) recognizing
this product as (6/5).
I can multiply a fraction by a
whole number using a visual
fraction model.
Page 42 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.4c K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 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.
Cluster Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Multiply a fraction by a whole number.
I can multiply a fraction by a whole number.
2 K Use fraction models and equations to represent the problem.
I can use fraction models and equations to represent a problem.
3 R Solve word problems involving multiplication of a fraction by a whole number.
I can solve word problems by multiplying a fraction by a whole number.
This means I can read the problem, decide what the multiply, solve correctly, and check to see if my answer is reasonable.
Page 43 of 57
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 4.NF.5 K R S P
Domain Standard
Number and Operations – Fractions
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6,
8, 10, 12, and 100.
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. For example, express 3/10, as
30/100 and add 3/10 + 4/10 = 34/100.
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 in not a
requirement at this grade.
Cluster
Understand decimal notation for fractions, and compare decimal fractions.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Rename and recognize a
fraction with a
denominator of 10 as a
fraction with a
denominator of 100.
I can rename and recognize
a fraction with a
denominator of 10 as a
fraction with a
denominator of 100.
2 K Recognize that two
fractions with unlike
denominators can be
equivalent.
I can recognize that two
fractions with unlike
denominators can be
equivalent.
3
R
Use knowledge of
renaming tenths to
hundredths to add two
fractions with
denominators 10 and 100.
I can rename a fraction
with a denominator of 10
to an equivalent fraction
with a denominator of 100.
4 I can add two fractions
with denominators of 10
and 100.
Page 44 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.6 K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Cluster Understand decimal notation for fractions, and compare decimal fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Rename fractions with 10 and 100 in the denominator as decimals.
I can rename fractions with 10 and 100 as the denominators as decimals.
Decimal Notation Hundredths Tenths Multiple Representation
2 K Recognize multiple representations of fractions with denominators 10 or 100.
I can represent fractions with denominators of 10 and 100 in at least two ways.
3 R Represent fractions with denominators 10 or 100 with multiple representations and decimal notation.
I can represent fractions as a decimal.
This means I can convert fractions to decimals.
4 R Explain how decimals and fractions relate.
I can explain how decimals and fractions relate.
5 K Explain the values of digits in the decimal places.
I can explain the values of digits in the decimal places.
6 K Read and write decimals through hundredths.
I can read and write decimals through hundredths.
Page 45 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.7 K R S P
Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
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.
Cluster Understand decimal notation for fractions, and compare decimal fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that comparisons are valid only when the two decimals refer to the same whole.
I can compare two decimals that are part of the same whole.
2 R Compare two decimals to hundredths by reasoning about their size.
I can compare two decimals to hundredths using place value knowledge.
3 R Record the results of comparisons with the symbols >, =, or <.
I can compare two decimals to hundredths by using >, =, and <.
Page 46 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.1 K R S P
Domain Standard Measurement and Data Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb. oz; l,
ml; hr, min, sec. Within a single system measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a 2-column table. For example, know that 1 ft is 12 times as long as 1 inch. Express the length of a 4 ft snake as 48 inches. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3,36), …
Cluster Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know relative size of measurement units (km, m; kg, g; lb, oz; L, mL; hrs, min, sec)
I can understand the difference between the size of measurement units (km, m; kg, g; lb, oz; L, mL; hrs, min, sec).
Relative Size System of Units (metric / customary) Kilometer Meter Centimeter Kilogram Gram
2 R Compare the different units within the same system of measurement (e.g. 1 ft = 12 in; 1 lb = 16 oz)
I can compare different units with the same system of measurement.
3 R Convert larger units of measurement with the same system to smaller units and record conversions in a 2-column table.
I can convert units of measurement.
This means I can show how two units of measurement are equivalent using a 2-column table. For example, 1 foot = 12 inches.
Page 47 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
Pound Ounce Liter Milliliter Hour Minute Second Analogue Digital Convert
Page 48 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.3 K R S P
Domain Standard Measurement and Data 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.
Cluster Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unitl
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know that the formula for the perimeter of a rectangle is 2L + 2W or L + L + W + W
I can identify the formula for the perimeter of a rectangle is 2L + 2W or L + L + W + W.
Area Perimeter Unknown Factor (variable)
2 K Know that the formula for the area of a rectangle as L x W.
I can identify the formula for the area of a rectangle as L x W.
3 R Apply the formula for perimeter of a rectangle to solve real world and mathematical problems.
I can use the formula for the perimeter of a rectangle to solve problems.
4 R Apply the formula for area of a rectangle to solve real world and mathematical problems.
I can use the formula for the area of a rectangle to solve problems.
5 R Solve area and perimeter problems in which there is an unknown factor (n).
I can solve area and perimeter problems with a missing measurement using a variable (unknown factor).
This means I can find the area of a rectangular room given the measurement of only one side.
Page 49 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.2 K R S P
Domain Standard Measurement and Data Use 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.
Cluster Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Express measurements given in a larger unit in terms of a smaller unit.
I can show how a larger unit of measurements is equivalent to smaller units of measurement.
This means I understand 1 foot = 12 inches.
Distance Intervals of Time (elapsed time) Liquid Volume (capacity) Masses of Objects (weight) Money Measurement Quantities Number Line
2 R Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
I can show measurement amounts using tools that contain a number line.
This means I can use a thermometer, spring scale, graduated cylinder, ruler, yard stick, measuring tape, pan balance, etc.
3 K Add, subtract, multiply, and divide fractions and decimals.
I can add fractions and decimals.
4 K I can subtract fractions and decimals.
5 K I can multiply decimals and fractions (by a whole number).
6 K I can divide decimals. 7 R Solve word problems
involving measurement that include simple fractions or decimals.
I can solve measurement word problems that include fractions and decimals.
8 R Solve word problems involving distances, intervals of time, liquid
I can solve word problems about distances.
9 K I can solve word problems
Page 50 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
volumes, masses of objects, and money.
about time. Conversion Measurement Scale Decimal
10 K I can solve word problems about liquid capacity.
11 K I can solve word problems about weight.
12 K I can solve word problems about money.
13 R Solve word problems that require expressing measurements given in a larger unit in terms of a smaller unit.
I can solve measurement word problems by converting a larger unit into a smaller unit.
Page 51 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.4 K R S P
Domain Standard Measurement and Data Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼. 1/8). Solve problems
involving addition and subtraction of fractions by using 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.
Cluster Represent and interpret data.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Add and subtract fractions I can add and subtract fractions.
Line Plot
2 R Analyze and interpret a line plot to solve problems involving addition and subtraction of fractions.
I can analyze and use a line plot to solve addition and subtraction problems with fractions.
3 P Create a line plot to display a data set of measurements given in fractions of a unit.
I can create a line plot to show fractions of a unit.
Page 52 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.5ab K R S P
Domain Standard Measurement and Data Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and
understand concepts of angle measurement: 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 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. an angle that turns through n one-degree angles is said to have an angle measure of n degrees.
Cluster Geometric measurement: understand concepts of angle and measure angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define an angle. I can define an angle. Angle Ray Endpoint Vertex Vertices Circle Circular Arc
2 K Recognize a circle as a
geometric figure that has 360 degrees.
I can recognize that a circle has 360 degrees.
3 K Recognize and identify an angle as a geometric shape formed from 2 rays with a common endpoint.
I can recognize that an angle is formed by 2 rays with a common endpoint.
4 K Recognize that an angle is a fraction of a 360 degree circle.
I can recognize that an angle is a fraction of a circle.
5 K Explain the angle measurement in terms of degrees.
I can explain angle measurement in degrees.
6 R Compare angles to circles with the angles point at the center of the circle to determine the measure of the angle.
I can compare an angle to a circle to find the angle’s measure.
This means I can place the angles point at the center of the circle to find its measure.
Page 53 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
7 R Calculate angle measurement using the 360 degrees of a circle.
I can calculate the measurement of an angle using a circle.
Point Intersect Protractor Baseline Calculate Acute Angles Obtuse Angles Right Angles Straight Angles
Page 54 of 57
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.6 K R S P
Domain Standard Measurement and Data Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Cluster Geometric Measurement: understood concepts of angles and measure angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that angles are measured in degrees.
I can recognize that angles are measured in degrees.
Degree Scale Protractor
2 K Read a protractor. I can read and use a protractor.
3. R Determine which scale on the protractor to use, based on the direction the angle is open.
I can decide which scale to use based on the size of the angle.
This means I can line up the baseline ray pointing to the 0 degree mark.
4 R Determine the kind of angle based on the specified measure to decide reasonableness of the sketch.
I can decide the kind of angle based on its size.
This means I can tell if an angle is straight, obtuse, acute, or right.
5 P Measure angles in whole-number degrees using a protractor.
I can measure angles using a protractor
6 P Sketch angles of specified measure.
I can draw angles when given a specific measurement.
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Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.7 K R S P
Domain Standard Measurement and Data 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.
Cluster Geometric measurement: understand concepts of angle and measure angles.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that an angle can be divided into smaller angles.
I can recognize t that an angle can be divided into smaller angles.
Diagram
2 R Solve addition and subtraction equations to find unknown angle measurements on a diagram.
I can solve addition and subtraction equations to find unknown angle measurements.
This means I can use a variable to represent the measure of the missing part, write a number sentence, and solve for the variable using addition and subtraction.
3 R Find an angle measure by adding the measurements of the smaller angles that make up the larger angle.
I can add small angles to find the measure of a larger angle.
This means when the measure of the unknown angle is found the two small angles added together should equal the large angle.
4 R Find an angle measure by subtracting the measurements of the smaller angle from the larger angle.
I can subtract a smaller angle from a larger angle to find the missing angle’s measurement.
This means if the measure of one of the smaller angles is unknown, the measure of the large angle and the known small angle can be subtracted to find it. For example, if the large angle is 90 and one small angle is
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Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 4th Grade Mathematics
50, we know that 90-50=40, so the other small angle is 40.
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