4 th Grade Math Curriculum Unit 1
4th Grade Math Curriculum
Unit 1
CAR © 2009
4th Grade Math Unit 1
Marking Period 1
Unit Focus and Essential Questions
Gain familiarity with factors and multiples Generate and analyze patterns Solve problems involving measurement and conversion of measurements Use the four operations with whole numbers to solve problems Generalize place value understanding for multi-digit whole numbers How does place value help represent the value of numbers? How are multiplication and division related? How can I communicate multiplication? How can I multiply by a two-digit number? Why do we convert measurements? How can conversion of measurements help me solve real-world problems? How can different fractions name the same amount?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
The “major work of the grade” standards:
4.NBT.A.1 ~ 7 days A digit occupies 10 times the value of its next door neighbor’s place on the right.
4.NBT.A.2 ~ 7 days Name, write (in word, in expanded form) and compare numbers up to 1 million using >, < or = symbols.
4.NBT.A.3 ~ 7 days Round off whole numbers up to 1 million to any place (nearest 10 ~ 100 ~ 1000 ~ 10,000 ~ 100,000 ~ 1,000,000).
4.OA.A.1 ~ 7 days Restate equations involving multiplication as comparisons written in words (i.e. 40 is 5 times as many as 8. 40 = 5 x 8)
4.OA.A.2 ~ 7days Use drawings & equations for verbal comparisons of multiplication; distinguish between addition and multiplication.
Supporting and additional standards: 4.OA.B.4 ~ 3 days For any number up to 100: a) find all factor pairs; b) is it a multiple of a given digit 2-9? c) is it prime or composite? 4.OA.C.5 ~ 2 days Use a rule to make patterns of numbers or shapes, and then identify features in the patterns which emerge from the rule.
4.MD.A.1 ~ 3 days Write equivalent measurements (length, mass, volume & time) in a 2col-chart, expressing large units in terms of small units.
*(benchmarked)
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/SWBAT Student Strategies Based on Instructional
Framework Formative Assessment Activities and Resources Standards
Based Assessment
CCSS.MATH.CONTENT
4.NBT.A.1 – 7 days
(MAJOR)
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.
[Grade 4 expectations in this domain
are limited to whole numbers less
than or equal to 1,000,000.]
NJ Student Learning
Standard (NJSLS):
Explain the quantitative
relationship between places of a
multi-digit whole number up to one
million when moving from right to
left.
Number Talks Making Landmark or Friendly Numbers Multiplication. https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/: Direct Instruction
Option 1 – EngageNY
Option 2 – SMART Presentation
Option 3 – My Math Materials and Manipulatives: Base-Ten Blocks
Lesson Presentation: Problem of the Day: (With time permitting as an extension of the number talk activity)-Round 3,252 to the nearest ten and to the nearest hundred. Which number is greater? MP2-Ask students to explain how they used place value to determine whether 3,250 or 3,300 was greater.
Common Core Quick Check: Online version or presentation slides with questions related to the previous lesson and/or prerequisites for the addressed standards.
https://elementarynumbertalks.wordpress. com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/4.NBT.1-4.NBT.3 My Homework: Pages 15-16, Problems 1-16
Formative Assessment: Assessment Masters pages 13-14, 15-16
EngageNY Grade 4 Module 1 Topic A, Lesson 2
https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-
lesson-2
NJCTL Presentation & Math Lab https://njctl.org/courses/math/4t h-grade-math/multiplication- division-
relationship/
Achieve the Core Coherence Map
https://achievethecore.org/coherence-map/#4/17
Gr4 PARCC EOY Released
Items #3
http://tinyurl.com/PARCCEOY
gr4mathreleaseditems
Illustrative Math
https://www.illustrativemathema
tics.org/content-
standards/4/NBT/A/1/tasks
MyMath Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-
6, 2-7, 2-8, 2-9, 5-5
www.connected.mcgraw- hill.com
(Teacher login available)
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nbt1
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.NBT.1 touchpoint
CAR © 2009
Investigate the Math: Draw a place-value chart on the board as seen on page 11 (or from My Math online slide). Point out to students the value of each number on a place-value chart. Discuss each number and its place value. Tell students that place value can be modeled using base-ten blocks. Show the students a hundred flat and ask the question, “How many hundred flats do I need to represent 1,000? Next show students a 1,000 cube and let students know that the cube is another way to represent 1,000.
Teach the Lesson: Read examples aloud and write 184,800 on the board pointing out example 1 to show students how place-value charts show the value of each digit in a number. “What number is in the ones place? What is the value of this number? What number is in the tens place? What is its value? Continue through the hundred thousands and discuss how the place-value chart helped name the value of each digit in the number? Next read Example 2 aloud. Work through the problem together with students as they write in their books emphasizing that each time a number moves one place to the left in the place value chart its value becomes ten times greater than when it was in its position to the right. Work together with students on Guided Practice problems 1-4 on page 12.
Centers Teacher Center –1-4 students per group.
Collaborative Conversations- Attending to
Precision (MP6) Have students use precise
mathematical language to explain how the
value of a digit in the thousands place
Centers and Independent Practice
Howard County Public School
System: center activities for
grade 4 students:
https://hcpss.instructure.co
m/co urses/107/pages/4-
dot-nbt-dot- 1-centers-and-
independent- practice
Grade 4 Formative
Assessments and Instructional
Tasks:
http://3-
5cctask.ncdpi.wikispaces.net/
4.NBT.1-4.NBT.3
Place value games
http://motionmathgames.com/h
ow-to-understand-place-value-
3-fun-family-math-activities/
Learnzillion Lessons https://learnzillion.com/resources
/72609-understand-multi-digit-whole-number-place-value-
concepts-4-nbt-a-1
CAR © 2009
compares to its value if it is in the hundreds
place. The value of a digit in the thousands
place is ten times greater than if it were in
the hundreds place.
Standards Based Problems Center – Teams of students to solve rigorous problems measured on PARCC assessments. Individual Center – Students work on the individual skills based on their data. Use Achieve the Core Coherence Map as guide. My Math-My Vocabulary Cards Page 5-8. Technology Center – Students work on i- Ready, My Math-RoboWorks (p.5-8) Place Value computer center. Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks etc. Interdisciplinary Center – Students solve and create number stories which interconnect with another subject; songs and music to help learn content. Real-World Problem Solving Library: Math and Social Studies-Rivers and Mountains of the United States. Review Classwork: Review selected independent practice problems for student understanding. Exit Ticket: Use the digits 5, 7, 1, 9, 2, 6 to write the greatest 6-digit number possible without repeating any digit. Then explain your reasoning.
CAR © 2009
CCSS.MATH.CONTENT
4.NBT.A.2 – 7 days
(MAJOR)
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.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]
New Jersey Student Learning Standard:
Compare numbers using >, =, and
< for two multi-digit whole
numbers up to one million
(presented as base ten numerals,
number names, or expanded
form).
Number Talk Making Landmark or Friendly Numbers Multiplication https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/
Direct Instruction Option 1 – EngageNY
Option 2 – NJCTL
Option 3 – My Math
Centers:
Teacher Center – 2 -4 students/group
Standards Based Problems Center –
Students work in teams to solve rigorous
problems (i.e. PARCC Released items).
Individual Center – work on individual skills based on their data in EdConnect, and PARCC. Achieve the Core Coherence Map used to guide remediation. My Math-My Vocabulary Cards Page 5-8
Technology Center –My Math-RoboWorks
Place Value computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; ; etc.
Interdisciplinary Center –students solve
and create “number stories” relevant to
standard. Students listen to music/sing
songs that teaches them the content.
Math and Social Studies-Rivers and
Mountains of the United States.
Review Classwork and Homework
From EngageNY
Exit Ticket
From EngageNY
. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress. com/. Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.
My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/4.NBT.1-4.NBT.3 Centers and Independent Practice https://hcpss.instructure.com/courses/107/pages/4-dot-nbt-dot-2-centers-and-independent-practice
EngageNY Grade 4 Module 1 Topic A Lessons 3 & 4
https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-lesson-3
Topic B Lessons 5 & 6 https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-b-lesson-
5
NJCTL Presentation &Math Labs https://njctl.org/courses/math/4th-
grade-math/number-sense-algebraic-concepts/
Achieve the Core Coherence Map
https://achievethecore.org/coherence-map/#4/17
Gr4 PARCC PBA Released Item #7
http://tinyurl.com/PARCC
PBAgr4mathreleaseditems
MyMath
www.connected.mcgraw- hill.com
Teacher login page available Lessons: 3-1, 3-5, 3-6, 4-1, 4-2, 4-
3, 4-4, 4-5, 4-6, 4-7, 4-8, 4-9, 4-10
4-11, 5-1, 5-2, 5-3, 5-4, 5-5, 5-6
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nb
t2
Learnzillion Lessons https://learnzillion.com/resources/72467-read-write-and-compare-multi-digit-whole-
numbers-4-nbt-a-2
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.NBT.2-Touchpoint
CAR © 2009
CCSS.MATH.CONTENT
4.NBT.A.3 – 7 days
(MAJOR)
Use place value
understanding to round
multi-digit whole numbers
to any place. [Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]
NJ Student Learning Standard: Round multi-digit whole
numbers up to one
million to any place.
Number Talk Making Landmark or Friendly Numbers Multiplication. https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/
Direct Instruction Option 1 – EngageNY
Option 2 – NJCTL PMI Presentation
Option 3 – My Math
Centers
Teacher Center –2-4 students/group
Standards Based Problems Center – Teams
of students solve rigorous open response
problems (i.e., PARCC Released Items, etc.)
Individual Center –individual skills based
on data (i.e., EdConnect, PARCC). As
remediation guide use Achieve the Core
Coherence Map. My Math-My
Vocabulary Cards Page 5-8
Technology Center – Students working on
My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks;etc.
Interdisciplinary Center – Solve and
create story problems connected to a
different subject. Students listen to
music/sing. Math and Social Studies-
Rivers and Mountains of the United
States.
Review Classwork and Homework
From EngageNY
Exit Ticket see EngageNY
Number Talks website created by Mollie Hall based
on the book by Sherry Parrish
https://elementarynumbertalks.wordpress. com/
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces
.net/4.NBT.1-4.NBT.3
Centers/independent
practice
https://hcpss.instructure.com/courses/107/pages/4-dot-
nbt-dot-3-centers-and-independent-practice
EngageNY Gr4 Module 1 Topic C
https://www.engageny.org/resou
rce/grade-4-mathematics-
module-1-topic-c-lesson-7
NJCTL Presentation & Math Labs https://njctl.org/courses/math/4th-grade-
math/number-sense-algebraic-concepts/
Achieve the Core Coherence Map
https://achievethecore.org/coherence-map/#4/17
Illustrative Math
https://www.illustrativemathema
tics.org/content-
standards/4/NBT/A/3/tasks
MyMath
www.connected.mcgraw- hill.com
Teacher login4 online Lessons: 3-1, 3-2, 6-1, 6-2, 6-3, 6-4,
6-5, 6-6, 6-7, 6-8, 6-9, 6-10
Learnzillion Lesson Plans
https://learnzillion.com/lesson
_plans/6255-round-numbers-
to-a-specified-place-on-a-
number-line
Common Core Sheets http://www.commoncoresheets
.com/SortedByGrade.php?Sorte
d=4nbt3
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.NBT.3- Touchpoint
CAR © 2009
CCSS.Math.Content
4.OA.A.1 – 7 days
(MAJOR)
Interpret a multiplication
equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a
statement that 35 is 5 times as
many as 7 and 7 times as many
as 5.
Represent verbal
statements of
multiplicative
comparisons as
multiplication equations.
NJ Student Learning
Standard:
Write multiplication
equations from
multiplicative
comparisons given in
words (example, 35 is 5
times as many as 7 and 7
times as many as 5) and
describe a multiplication
equation in words.
Number Talk Partial Products Multiplication 3-5
https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/.
Direct Instruction Option 1 – EngageNY
Option 2 – SMART Presentation
Option 3 – My Math
Centers
Teacher Center –small group of 1-4
students. My Math Activity/Enrichment
Standards Based Problems Center – Teams
solve rigorous ,standards-based problems
as PARCC Released Items, Illustrative Math
Individual Center –practice individual skills
based on data (i.e., edConnect, PARCC).
Guide remediation/acceleration using
Achieve the Core Coherence Map. My
Math-My Vocabulary Cards Page 129-132.
Technology Center – My Math-RoboWorks
Place Value computer center. My Math:
Scrambled Egg City: Fact Families.
Manipulative Center –Base ten blocks;
Interdisciplinary Center –problems
interconnect other subjects. Students write
“number stories.” Real-World Problem
Solving Library, Math and Social Studies
Review Classwork: NJCTL
Exit Ticket “Explain how you would evaluate the expression 33-(5 x 4).” Answer: 5 x 4 = 20, 33-20 =13. “How could you change this expression so that it is correct to subtract before multiplying?” Sample answer: You could place the parentheses around 33-5 rather than 5 x 4.
Number Talks website created by Mollie Hall based on the book by Sherry Parrish: https://elementarynumbertalks.wordpress. com/
Teachers agree on common classwork.
My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-
5cctask.ncdpi.wikispaces.net
/4.OA.1-4.OA.3 Math Studio Talk: Common Core Instruction for 4.OA
https://www.engageny.org/resource/math-studio-talk-
common-core-instruction-4oa
EngageNY Module 7, Lesson 4 https://www.engageny.org/res
ource/grade-4-mathematics-module-7-topic-lesson-4
Learnzillion Lessons https://learnzillion.com/resour
ces/72926-interpret-multiplication-as-a-
comparison-4-oa-a-1
EngageNY Grade 4 Module 1 Topic A, Lesson1
https://www.engageny.org/resource/grade-4-mathematics-
module-1-topic-lesson-1
NJCTL Presentation/Math Labs https://njctl.org/courses/math/4th
- grade-math/multiplication-
division-relationship/
Achieve the Core Coherence Map https://achievethecore.org/cohe
rence-map/#4/19
Gr4 PARCC Released Items EOY
Released Items #19 http://tinyurl.com/PARCC
EOYgr4mathreleaseditems
Gr4 PARCC PBA Released Item #2
http://tinyurl.com/PARCC
PBAgr4mathreleaseditems
Gr4 PARCC ’16 Released Items
#14 & 15
http://tinyurl.com/2016G
r4PARCCreleasedItems
Illustrative Math
https://www.illustrativemathem
atics.org/content-
standards/4/OA/A/1/tasks
MyMath www.connected.mcgraw-
hill.com Lessons: 2-5, 2-6, 2-9, 4-8,
5-5, 6-11, 7-7, 7-9
Common Core Sheets http://www.commoncoresheets
.com/SortedByGrade.php?Sor
ted=4oa1
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.OA.1 - Touchpoint
CAR © 2009
CCSS.MATH.CONTENT
4.OA.A.2 - 7 days
(MAJOR)
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.
NJ Student Learning
Standards (NJSLS):
Multiply or divide to solve
word problems involving
multiplicative comparisons.
Write an equation to
identify the arithmetic
operation written in a word
problem (without solving).
Number Tallk https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/ Partial Products Multiplication 3-5.
Direct Instruction Option 1 – EngageNY
Option 2 – NJCTL Presentation
Option 3 – My Math
Centers
Teacher Center – group of 2-4 students
Standards Based Problems Center –
Students work in a group to solve rigorous
problems (i.e. PARCC released items, etc.)
Individual Center – Students work on the
individual skill that they need based on
their data on EdConnect, and PARCC. Use
Achieve the Core Coherence Map to guide
remediation. My Math-My Vocabulary
Cards Page 129-132
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center. My Math: Scrambled Egg
City: Fact Families.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; etc. Interdisciplinary Center –write story
problems which interconnect with other
subjects.
Review Classwork NJCTL PMI classwork and homework:
Exit Ticket Write the equation (4 + x) x 2 = y on the board. Tell students to create a table and input the following values for x: 1, 2, 3, and4. Have students find the output numbers. (answers: 10, 12, 14, 16).
Number Talks website created by Mollie Hall based
on the book by Sherry Parrish
https://elementarynumbertalks.wordpress. com/
Teachers will agree on common classwork. Refer to column 5 assessment.
My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16
Gr4 Instructional
tasks:
http://3-
5cctask.ncdpi.wikispaces.net
/4.OA.1-4.OA.3
Problem solving activities
https://hcpss.instructu
re.com/courses/107/p
ages/4-dot-oa-dot-2-
about-the-math-
learning-targets-and-
rigor
Learnzillion Lesson Plan
https://learnzillion.com/l
esson_plans/5644-solve-
multiplicative-
comparison-word-
problems-by-using-bar-
models
EngageNY Grade 4 Module 3 Topic A
https://www.engageny.org/resou
rce/grade-4-mathematics-
module-1-topic-lesson-1
NJCTL Presentation/Math lab https://njctl.org/courses/math/4th
- grade-math/multiplication-
division-relationship/
Achieve the Core Coherence Map
http://achievethecore.org/coher ence-map/#4/19
Gr4 PARCC EOY Released Item#11
http://tinyurl.com/PARCC
EOYgr4mathreleaseditems
Gr4 PARCC PBA Released Item #6
http://tinyurl.com/PARCC
PBAgr4mathreleaseditems
Gr4 PARCC 2016 Released Item
#16
http://tinyurl.com/2016Gr
4PARCCreleasedItems
Illustrative Mathematics
https://www.illustrativemathemati
cs.org/content-
standards/4/OA/A/2/tasks
MyMath Lessons: 8-3, 8-4, 8-5
www.connected.mcgraw- hill.com
Common Core Sheets
http://www.commoncoresheet
s.com/SortedByGrade.php?S
orted=4oa2
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.OA.2 -Touchpoint
CAR © 2009
CCSS.MATH.CONTENT
4.OA.B.4 – 3 days
(SUPPORTING content)
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.
NJ Student Learning
Standards (NJSLS):
Determine if a number
between 1 and 100 is a
prime or composite number.
Find all factor pairs for a
whole number up to 100 and
determine whether it is a
multiple of a given 1-digit
whole number.
Number Talk Partial Products Multiplication https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/
Direct Instruction Option 1 – EngageNY
Option 2 – NJCTL Presentation
Option 3 – My Math
Centers
Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Teams solve rigorous problems (PARCC
Released Items, Illustrative Mathematics)
Individual Center – focus on individual
skills based on EdConnect or PARCC data.
Achieve the Core Coherence Map should
be used to guide remediation. My Math-
My Vocabulary Cards Page 193-194
Technology Center – Students work on
RoboWorks Place Value computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; etc. My Math:
Materials: 0-5 and 5-10 number cubes,
index cards. As student rolls the number
cubes and makes a two-digit number. If a
10 is rolled, make a three-digit number.
Write the number at the top of an index
card and one factor pair below. Pass the
card to the next student who writes
another Factor pair. Continue passing the
card until all factor pairs have been
written. Set the card aside and repeat with
another number.
Number Talks website created by Mollie Hall based on the book by Sherry Parrish.
https://elementarynumbertalks.wordpress.com/ Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
My Math-Am I Ready? Pg. 191, My Math: Assessment Masters pages 13-14, 15-16
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-
5cctask.ncdpi.wikispaces
.net/4.OA.4
EngageNY Grade 4 Module 3 TopicF Lessons 23- 25
https://www.engageny.org/resource/grade-4-mathematics-module-3-
topic-f-lesson-22
NJCTL Presentation & math labs https://njctl.org/courses/math/4th-grade-math/multiplication-division-relationship/
Achieve the Core Coherence Map https://achievethecore.org/cohe
rence-map/#4/19
Gr4 EOY PARCC Released Item #25 http://tinyurl.com/PARCCE
OYgr4mathreleaseditems
Gr4 PARCC 2016 Released Item #18 http://tinyurl.com/2016Gr4
PARCCreleasedItems
Illustrative Mathematics
https://www.illustrativemathematics
.org/content-
standards/4/OA/clusters
MyMath
www.connected.mcgraw- hill.com
Teacher login available Lessons: 8-6, 8-7, 8-8
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=
4oa4
Learnzillion Lesson Plans https://learnzillion.com/resource
s/72576-find-and-understand-factors-and-determine-if-a-
number-is-a-multiple-of-a-given-number-for-whole-numbers-0-
100-4-oa-b-4
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.OA.4 Touchpoint
CAR © 2009
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library Math and Social Studies: Class
Project
Review Classwork
Exit Ticket
List all the factor pairs of the numbers 42, 100, 21, 35, and 72.
Fit Together Factors
(Multiplication, Factor practice)
http://www.raftbayarea.org/readp
df?isid=633
Good Times Roll
(Multiplication, Factor
practice)
http://www.raftbayarea.org/read
pdf?isid= 86
CAR © 2009
CCSS.MATH.CONTENT
4.OA.C.5 – 2 days
(ADDITIONAL content)
Generate a number or shape
pattern that follows a given rule.
Identify apparent features of the
pattern that were not explicit in
the rule itself.
For example, given the rule “Add
3” and the starting number 1,
generate terms in the resulting
sequence and observe that the
terms appear to alternate
between odd and even numbers.
Explain informally why the
numbers will continue to
alternate in this way.
NJ Student Learning
Standard (NJSLS):
Generate number or shape patterns by using rules including words, models, or graphs, and identify apparent features of the pattern that were not explicit in the rule of the original pattern. 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.
Number Talk https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/ Partial Products Multiplication 3-5.
Direct Instruction Option 1 – NJCTL Presentation
Option 2 – My Math
Centers Teacher Center – small group 1-4 students
Standards Based Problems Center –
Teams solve rigorous open constructed
response problems.
Individual Center –based on student data.
Use Achieve the Core Coherence Map to
guide remediation/ enrichment. My Math-
My Vocabulary Cards Page 275-276
Technology Center –My Math-
RoboWorks Place Value computer center.
Manipulative Center – Students work on solving problems using manipulatives.
Interdisciplinary Center –interconnect
with other subjects; write “number
stories”; listen to music/sing songs.
Review Classwork Exit Ticket-1 “Apply what you have learned” search
Grade 4: Unit 4.OA.C.5 Generate & Analyze Patterns
Exit Ticket-2 LaShonne represented the pattern above with the numbers 1, 4, 9. Explain what pattern LaShonne is seeing. What number would be 5th in the list given?…what
number will be 8th in the list that is given?
Number Talks website created by Mollie Hall based
on the book by Sherry Parrish.
https://elementarynumbertalks.wordpress.com/
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
My Math: Am I Ready? Pg. 273, My Math: Assessment Masters pages 13-14, 15-16
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-
5cctask.ncdpi.wikispaces.net/4.OA.5
NJCTL Presentation/Math Labs
https://njctl.org/courses/math/4th-
grade-math/number-sense-
algebraic-concepts/
Achieve the Core Coherence Map
https://achievethecore.org/coher
ence-map/#4/19
Gr4 PARCC 2016 Released Item
#19 http://tinyurl.com/2016Gr
4PARCCreleasedItems
Illustrative Mathematics
https://www.illustrativemathemati
cs.org/content-
standards/4/OA/C/standards
MyMath
www.connected.mcgraw- hill.com
Teacher login available for Lessons 4.NF.3: 8-9, 8-10, 9-1,
9-2, 9-3, 9-4, 9-5, 9-6, 9-7
Common Core Sheets
http://www.commoncoresheet
s.com/SortedByGrade.php?S
orted=4oa5
Learnzillion Lesson Plans https://learnzillion.com/reso
urces/72543-generate-
number-or-shape-patterns-
and-identify-pattern-
features-4-oa-c-5
The standards assessments below are in EdConnect. These are quizzes/tests for that standard.
4.OA.5 -Touchpoint
CAR © 2009
CCSS.MATH.CONTENT
4.MD.A.1 – 3 days
(SUPPORTING content)
Know relative sizes of
measurement units within one
system of units including km,
m, cm, mm; kg, g; lb, oz.; l, ml;
hr, min, sec. Within a single
system of measurement,
express measurements in a
larger unit in terms of a smaller
unit. Record measurement
equivalents in a two- column
table.
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).
NJ Student Learning
Standards (NJSLS):
Express measurement
comparisons within a single
system of measurement and
record in a two-column chart
within a single system of
measurement; e.g., know that 1 ft.
is 12 times as long as 1 in.
Number Talk https://elementarynumbertalks.wordpress.
com/3rd-4th-and-5th-grade-number-talks/ Division ~ Partial Quotes
Direct Instruction Option 1 – EngageNY
Option 2 – NJCTL
Option 3 – My Math
Centers
Teacher facilitates – 1 to 4 per group
Standards Based Problems Center –
Students solve rigorous standards-based
problems in groups (PARCC Released
Items, Illustrative Mathematics, etc.).
Individual Center – individual skills based
EdConnect, and PARCC data. Use Achieve
the Core Coherence Map to guide
remediation. My Math-My Vocabulary
Cards Page 689-694; Page 769- 772
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Use measuring
sticks, balances, measuring cups, etc.
Interdisciplinary Center –math problems
interconnect with other subjects. Students
write number stories; listen to music/sing
relevant songs. Real-World Problem
Solving Library-Math and Science: Ancient
Giants of the Forest.
Review Classwork
Exit Ticket:EngageNY
Number Talks website created by Mollie Hall based on the book by Sherry Parrish https://elementarynumbertalks.wordpress. com/ Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
My Math-Am I Ready? Pg. 687
My Math-Am I Ready? Pg. 767, My Math: Assessment Masters pages 13-14, 15-16
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3- 5cctask.ncdpi.wikispaces.net
/Fourth+Grade+Tasks
Great center activities:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and- independent-
practice
EngageNY Grade 4 Module 2 Topic B, Lessons 4-5
https://www.engageny.org/resource/grade-4-mathematics-module-
2-topic-b-lesson-4
NJCTL Presentation & Math Lab https://njctl.org/courses/math/4th-grade-math/measurement-
data/
Achieve the Core Coherence Map
https://achievethecore.org/coherence-map/#4/16
Common Core Sheets
http://www.commoncoresheet
s.com/SortedByGrade.php?S
orted=4md1
MyMath
www.connected.mcgraw-hill.com
online resources available Lessons: 13-1, 13-2, 13-3,
13-4, 13-5 Learnzillion lesson
https://learnzillion.com/resources/72592-know-relative-
sizes-of-measurement-units-and-express-measurements-
in-various-units-4-md-a-1
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.MD.1 -Touchpoint
CAR © 2009
Summative Written Assessments
Quarterly Assessment 1 in EdConnect
Gr4 PARCC Released Items http://tinyurl.com/PARCCEOYgr4mathreleaseditems
PARCC 2015 PBA Released Items http://tinyurl.com/PARCCPBAgr4mathreleaseditems
Summative Performance Assessment