| | | | | | |
|
|
| In this unit, children apply their knowledge of fractions, number concepts, patterns and geometry to different real-world scenarios. The following big ideas will be covered in this unit: - Operations with fractions can be used to solve real world problems. - Benchmark angles and additive angle measures can be used to solve real world problems. - Operations with whole numbers can be used to solve mathematical problems. |
| ... |
| 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.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. Number & Operations—Fractions 4.NF.B. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.B.3c. 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. 4.NF.B.3d. 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. 4.NF.B.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? 4.NF.C. Understand decimal notation for fractions, and compare decimal fractions. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 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 is not a requirement at this grade. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.MD.A. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.A.2. Use the 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. 4.MD.C. Geometric measurement: understand concepts of angle and measure angles. 4.MD.C.7. 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. 4.G.A. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.A.3. 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. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | Students will have opportunities to: - Make sense of their problem (MP.1)
- Reflect on their thinking as they solve. (MP.1)
- Solve problems more than one way. (MP.1)
- Model real-world situations. (MP.4)
- Use mathematical models to solve problems and answer questions. (MP.4)
- Use tools effectively (MP.5)
|
| ... |
| - A two-column chart can be used to convert from larger to smaller units and record equivalent measurements. (Customary system – liquid volume) -A non-unit fraction is a multiple of a unit fraction. -The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers. (multiplication of mixed numbers with whole numbers) -Angle measures can be added or subtracted. -The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers. (addition and subtraction) -Tenths can be expressed using an equivalent fraction with a denominator of 100. - 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. | Fifth Grade: - A fraction is another representation for division. - Fractions may represent division with a quotient less than one. - Equivalent fractions can be used to add and subtract fractions with unlike denominators. - Previous understandings of multiplication can be applied to multiply a fraction with a whole number. - The algorithm for multiplication is an efficient strategy when computing larger numbers. |
| ... |
| equivalent name, fluid ounce, generalization, additive, angle, rhombus, trapezoid, symmetry, perimeter, area, sum, difference
Bold Font: 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 |
| ... |
| 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. |
| ... |
| 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. |
| ... |
|
