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| In this unit, students explore place-value concepts for multi-digit whole numbers. They use U.S. traditional addition and subtraction algorithm to add and subtract multi-digit whole numbers. The following big ideas are covered in this unit: Reviewing and extending the base ten place value system to 1,000,000. A number can be written using its name, standards, or expanded form. Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. Using rounding is an appropriate estimation strategy for solving problems and estimating. Rounded numbers are approximate and not exact. The algorithm for addition and subtraction is an efficient strategy when computing larger numbers. The larger the unit, the smaller the number you obtain as you measure length. Formulas such as, P = 2l + 2w or P = 2(l + w) or P= l + l + w + w can be used to find the sum of the side lengths of a rectangle. Geometric figures can be analyzed and classified based on their properties (point, line, line segment, ray and angles). Two lines are parallel if they never intersect and are always equidistant. Two lines are perpendicular if they intersect in right angles (90°).
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| Operations & Algebraic Thinking 4.OA.A. Use the four operations with whole numbers to solve problems. 4.OA.A.3. 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. Number & Operations in Base Ten 4.NBT.A. Generalize place value understanding for multi-digit whole numbers. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 4.NBT.A.2. 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. 4.NBT.A.3. Use place value understanding to round multi-digit whole numbers to any place. 4.NBT.B. Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.B.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 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), … 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. 4.G.A. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | Students will have opportunities to: Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects. (MP. 2) Make sense of the representations used by self and others. (MP. 2) Make connections between representations. (MP. 2) Look for mathematical structures such as categories, patterns, and properties. (MP. 7) Use structures to solve problems and answer questions. (MP. 7)
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| Unit 1 is review of previously taught 3rd grade units. Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways. An algorithm can be used to solve addition and subtraction of three digit numbers efficiently. Estimation helps to see whether or not our answers are reasonable. Numbers can be rounded to nearest multiple of ten or hundred. Geometry vocabulary terms reviewed from third grade are: parallel, vertex, point, polygon, ray, right angle, triangle, width, length, line, line segment, obtuse angle, acute angle, end points The length around a polygon can be calculated by adding the lengths of its sides.
| Unit 1 is review of foundational skills, which create a baseline to demonstrate growth over time. Edges (sides), angles, and symmetry can be used to classify geometric figures. Lines of symmetry for a 2-dimensional figure occur when a line can be drawn across the figure such that the figure can be folded along the line into matching parts. Angle measures can be added or subtracted. Unit Conversions will be expanded to include time. Multi-step word problems are used to construct arguments to support their conjecture.
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| acute angle, angle, approximate, close-to estimation, column addition, convert, counting up, digits, endpoint, estimation, expanded form, formula, front-end estimation, intersect, kite, length, line, line segment, measurement scale, millions, number model, obtuse angle, parallel lines, parallel line segment, parallel ray, partial sums addition, pattern, perimeter, perpendicular, place value, places, plane, point, polygon, ray, regroup, right angle, right triangle, rounding, standard form, trade first subtraction, trapezoid, unknown quantity, U.S. traditional algorithm/subtraction, vertex, width, sum, difference, addend, decompose, hundreds, tens, ones, attributes Bold: Listed in teacher's EDM4 edition Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations |
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| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
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| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
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