Grade 4 Math
Scope
How can mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace?
Units
Unit — Place Value, and Whole-Number Operations
Essential Questions
How are numbers used in everyday life to convey information and solve problems?
Guiding Questions
How does the position of a digit in a number affect its value?
How can you represent a number in different ways?
When is estimation useful?
How is the Place Value Chart similar to Base Ten Blocks?
How can you compare whole numbers?
What is the relationship between place value positions?
How can you write the formula for Perimeter of a rectangle using multiplication? What about for a square?
Resources
Into Math
IXL
Skills
Students will:
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.
Numbers and Operations in Base Ten: 4.NBT.1, 4.NBT.2a, 4.NBT.2b, 4.NBT.3, 4.NBT.4
Unit — Multiplication and Division Problems
Essential Questions
How can we use estimation to help solve real world multiplication and division problems?
Guiding Questions
How is multiplication like repeated addition?
How can you model multiplication comparison?
How are factors and multiples related?
How can you use a formula to find the area of a rectangle to solve real world math problems?
How do we estimate to see if our answer is reasonable?
How is division the inverse of multiplication?
How can we multiply and divide using different strategies?
How do we interpret the remainder?
Resources
Into Math
IXL
Skills
Students will:
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.
Operations and Algebraic Thinking: 4.OA.1, 4.OA.2 4.OA.3
Numbers and Operations in Base Ten: 4.NBT.5 4.NBT.6 4.OA3a, 4.OA.3b
Unit — Extend and Apply Multiplication
Essential Questions
How can we use patterns to help connect area models to multiplication?
Guiding Questions
How can a rectangle model demonstrate multiplication?
How can you rewrite a multiplication problem using the distributive property?
How can area problems be modeled using array models?
How can square footage be modeled by arrays?
Resources
Into Math
IXL
Skills
Students will:
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.
Numbers and Operations in Base Ten: 4.NBT.5
Operations and Algebraic Thinking: 4.OA.3
Measurement and Data: 4.MD.3
Unit — Operations with Fractions
Essential Questions
How does adding and subtracting fractions with like denominators help us see the need for combining and taking apart pieces of whole numbers?
Guiding Questions
Why does the numerator change, but the denominator stays the same when adding and subtracting fractions with like denominators?
What happens to a fraction when you have more than 1 whole?
What do you need to remember when adding and subtracting mixed numbers with like denominators?
How can fractions and mixed numbers be added and subtracted on a number line?
Why does renaming a Mixed Number into a fraction result with a number larger in the numerator than in the denominator?
How is multiplying a fraction times a whole number really repeated addition?
How is multiplying a mixed number by a whole number different than multiplying a fraction by a whole number?
Resources
Into Math
IXL
Skills
Students will:
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.
Numbers and Operations - Fractions: NF.3a 4, 4.NF.3b 4, 4.NF.3c, NF.3d, 4.NF.4a, 4.NF.4b 4.NF.4c, 4.NF.5
Unit — Two Dimensional Figures and Symmetry
Essential Questions
How is geometry useful in our everyday lives?
How can geometry and spatial sense offer ways to interpret and reflect on our physical environment?
Guiding Questions
Why do I measure angles?
Why do I need standardized units of measurement?
How does what I measure influence how I measure?
How do geometric models describe spatial relationships?
How are geometric shapes and objects classified?
Why do some shapes have more than one line of symmetry?
What are the similarities and differences between polygons and circles?
What are the properties of different polygons?
What types of angles exist in Geometry?
What are the differences and similarities between angles?
How do you know where to draw a line of symmetry?
What is a “regular” polygon?
Resources
Into Math
IXL
Skills
Students will:
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.
Geometry: 4.G.1, 4.G.2, 4.G.3
Measurement and Data: 4.MD.6
Operations and Algebraic Thinking: 4.OA.5
Unit — Measurement, Data and Time and Optional Decimal Concepts
Essential Questions
How does the practice of converting metric measurements improve our place value understanding?
Guiding Questions
How can I distinguish between English Units and Metric Units?
How can I use metric units in my everyday life?
Resources
Into Math
IXL
Skills
Students will:
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.
Measurement and Data: 4.MD.1 4.MD.4 4.MD.2
Unit — Fractions and Decimals
Essential Questions
How can making equivalent fractions help us compare pieces of the same whole?
How do the angles of a circle relate to fractions?
Guiding Questions
How do arrays help you find all of the factor pairs of a number?
How can you distinguish between factors and multiples?
How do factors help us with creating equivalent fractions?
Why is it important to be able to compare fractions?
How can you represent benchmark fractions with visual models?
How can comparing fractions using visual models help solve problems?
Why is it important to identify and label equal parts of a whole or of a set?
What patterns do you notice in the numerator and denominator when fractions are equivalent?
How can fractions be compared and ordered?
How is a circle divided up into parts?
What number is in the denominator when dealing with fractions of a circle?
What is a ray? A point? A line segment? A vertex?
Resources
Into Math
IXL
Skills
Students will:
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.
Operations and Algebraic Thinking: 4.OA.4 4.OA.5
Numbers and Operations - Fractions: 4.NF.1, 4.NF.2, 4.NF.5, 4.NF.6, 4.NF.7
Measurement and Data: MD.2, 4.MD.5, 4.MD.5a 4MD.5b, 4.MD.6 4.MD.7
Geometry: 4.G.A.1