*Educational Technology Center *

| By the end of grade four, students will add and subtract decimal fractions and common fractions with common denominators. They will also understand how and when it is appropriate to use rounding. Students will use common measurement units to determine weight. Students will develop their understanding of measuring angles with appropriate units and tools. Students will understand the characteristics of geometric plane and solid figures. They will also use tables, graphs, and charts to record and analyze data. Instruction and assessment should include the use of manipulatives and appropriate technology. Topics should be represented in multiple ways including concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Concepts should be introduced and used in the context of real world phenomena. .
M4N1. Students will further develop their understanding of how whole numbers are represented in the base-ten numeration system.
M4N3. Students will solve problems involving multiplication of 2-3 digit numbers by 1-2 digit numbers. M4N4. Students will further develop their understanding of division of whole numbers and divide in problem solving situations without calculators.
M4N5. Students will further develop their understanding of the meaning of decimal fractions and use them in computations.
M4N6. Students will further develop their understanding of the meaning of common fractions and use them in computations.
Students will measure weight in appropriate metric and standard units. They will also measure angles.
M4M1. Students will understand the concept of weight and how to measure it.
M4M2. Students will understand the concept of angles and how to measure it.
Students will understand and construct plane and solid geometric figures. They will also graph points on the coordinate plane.
M4G1. Students will define and identify the characteristics of geometric figures through examination and construction. a. Examine and compare angles in order to classify and identify triangles by their angles. b. Describe parallel and perpendicular lines in plane geometric figures. c. Examine and classify quadrilaterals (including parallelograms, squares, rectangles, trapezoids, and rhombi). d. Compare and contrast the relationships among quadrilaterals.
a. Compare and contrast a cube and a rectangular prism in terms of the number and shape of their faces, edges, and vertices. b. Describe parallel and perpendicular lines and planes in connection with the rectangular prism. c. Construct/collect models for solid geometric figures (cube, prisms, cylinder, etc.).
M4G3. Students will use the coordinate system. a. Understand and apply ordered pairs in the first quadrant of the coordinate system. b. Locate a point in the first quadrant in the coordinate plane and name the ordered pair.
Students will investigate and represent mathematical relationships between quantities using mathematical expressions in problem-solving situations.
a. Understand and apply patterns and rules to describe relationships and solve problems. b. Represent unknowns using symbols, such as □ and Δ. c. Write and evaluate mathematical expressions using symbols and different values.
Students will gather, organize, and display data. They will also compare features of graphs.
a. Represent data in bar, line and pictographs. b. Investigate the features and tendencies of graphs. c. Compare different graphical representations for a given set of data. d. Identify missing information and duplications in data.
Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards.
a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving.
a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof.
a. Organize and consolidate their mathematical thinking through communication b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.
a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics.
a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena. |

*Educational Technology Center*

*Valdosta State University*