Gresham/Barlow School District
Mathematics Curriculum Map {Grade: 4 }
2005/2006
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Common Goals |
STANDARDS /FOUNDATIONS/
OSAT ELIGIBLE CONTENT AND CLASSROOM ONLY CONTENT (Words in bold text are for Classroom Instruction and
Assessment only. Italicized words are Eligible Content for items on the
OSAT.) |
*TIME
FRAME
|
*UNIT
|
*TOPICS |
*ASSESSMENT
|
**Vocabulary
|
Mathematical Problem
Solving
(current language but under
revision) Select, apply, and
translate among mathematical representations to solve problems.
Apply and adapt a variety of
appropriate strategies to solve problems. Monitor and reflect on the
process of mathematical problem solving. Communicate mathematical
thinking coherently and clearly; use the language of mathematics to express
mathematical ideas precisely. Accurately solve problems
that arise in mathematics and other contexts. |
CONCEPTUAL UNDERSTANDING Interpret the concepts
of a problem-solving task and translate them into
mathematics. PROCESSES AND STRATEGIES Choose strategies that
can work and then carry out the strategies chosen. VERIFICATION Produce identifiable
evidence of a second look at the concepts/strategies/
calculations to defend a solution. COMMUNICATION Use pictures, symbols,
and/or vocabulary to convey the path to the identified
solution. ACCURACY Accurately solve
problems using mathematics. |
September-June |
Problem Solving
|
Problem
Solving Strategy Focus: Use or
Look For a Pattern and Use Logical Thinking
Problem
Solving Journals: 2-3 times per week. The problems are set up so that they
cycle through all mathematics strands
continuously
through the year.
Classroom
Resources: (I.)[1]
10 Minute Math Activities and throughout the tasks (S.F.)[2]
Problem Solving Transparencies |
Sample open-ended prompts
that could be scored as work samples are available online at www.octm.org |
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All Standards |
September-June |
Skill Practice and Review
|
Math
Journals:
2-3
times per week. The problems are set up so that they cycle through all
mathematics strands
continuously
through the year.
Classroom
Resources: (S.F.)
Spiral Review |
(S.F.) Assessment
Sourcebook: Diagnosing Readiness for Grade 4 pg. |
|
|
Understand numbers, ways of
representing numbers, relationships among numbers, and number systems. Compute fluently and make
reasonable estimates. Understand meanings of
operations and how they relate to one another. Understand patterns,
relations, and functions. Represent and analyze
mathematical situations and structures using algebraic symbols |
Read, write, order,
model, and compare whole numbers to one million, common fractions, and
decimals to hundredths. Identify the place value
and actual value of digits in a number to one million. Read,
write, order, model, and compare decimals to
hundredths. Locate
decimals on a number line. Model,
recognize, and generate equivalent forms of decimals to hundredths. Add
and subtract decimals to hundredths, including money amounts. Identify the most
efficient operation (add or subtract) for solving a problem.. Select and use an
appropriate estimation strategy (overestimate, underestimate, range of
estimates) based on the problem situation when computing with whole numbers
or money amounts. Use
place value concepts such as rounding to nearest 10, 100, and
1000 to estimate and check reasonableness of answers. Use
inverse operations (addition and subtraction) to solve problems
and check solutions involving calculations with whole
numbers. Supply
a missing element in or determine a rule that extends number
patterns involving addition or subtraction of decimals. Select operational
and relational symbols to make a number sentence
true (e.g., 4 _ 3 = 12, 5 + 17 _ 25). Represent
and solve open sentences or problems involving numeric
equations or inequalities (e.g., 3 + ? = 4, 2 + 1 > ?; 4
< 2 + ?). |
Sept
/Oct
|
Place
Value, Addition and Subtraction Review and Algebraic Relationships
|
Expanded notation
(8,675,657 = 8,000,000 +600,000 + 70,000 + 5,000 +600 + 50 + 7 Numbers and place values
through millions Addition and subtraction
up to 5-digit numbers with and without regrouping Rounding of one, two or
three digit numbers to the nearst 10,100,1000 for addition and subtraction problems Coin and bill
identification (all) Addition & subtraction
of money to $100.00 (written in decimal form) with regrouping Decimals to the hundredth
place Addition & subtraction
of decimals to the hundreths place Rounding to the nearest
hundreth to estimate answers Change from $10.00 Word problems with
monetary amounts (to $10.00) September Calendar: [3] ?
Triangle classification
pattern and counting by 3s ?
Class Bank + $100 x
date (practice rounding to the nearest hundred) ?
Daily Equations: Write
number sentences equal to the date x 10 ?
About Time: Start at
12:00. Each day add the number of minutes for that date. ?
Measurement Records: +
the number of inches for that date. How many inches, feet and yards will we
have by the end of the month? ?
Word for the Day: What
is the value of today?s word? A=$1, B=$2, C=$3 . . . (words are selected from
the grade level vocabulary bank)
Math Stations: Students participate in
games and activities that reinforce multi-digit addition and subtraction with
regrouping. Classroom Resources: (I.) Landmarks in the
Thousands, Mathematical Thinking at Grade 4 pg. 2-58, Money, Miles, and Large
Numbers (S.F.) Ch. 1, Ch. 2 Ch. 11 pg 622 – 645 Place Value and Addition and Subtraction Literature Connections |
Basic Facts Tests (I.) Asst. Masters 1-3 |
Expanded
form
Digits Commutative Propery of
Addition Associative Property of
Addition Inverse Operations Variable Venn Diagram |
|
Understand numbers, ways of
representing numbers, relationships among numbers, and number systems. Compute fluently and make
reasonable estimates. Understand meanings of
operations and how they relate to one another. |
Determine factors of
whole numbers to 100 using models
such as arrays. Develop
and evaluate strategies for multiplying and dividing whole
numbers and adding and subtracting fractions with like
denominators. Apply with fluency efficient strategies for determining multiplication
and division facts 0-9. Use
inverse operations (addition and subtraction, multiplication and
division) to solve problems and
check solutions involving calculations
with whole numbers. Relate
the area of a rectangle and its dimensions to area models
for multiplication and division. Describe,
extend and make generalizations
about patterns and sequences
and supply missing elements in chart or table format. Apply the commutative,
associative, and identity properties of addition
and multiplication and the distributive property to simplify calculations with whole
numbers. Translate between
different representations (words, numeric, pictorial) of a simple
quantitative relationship (e.g., match a
table of values to its rule). |
Oct/Nov |
/Multiplication
and Division Basic Facts Strategies and Algebraic Relationships
|
Models of multiplication Multiplication facts
strategies Multiplication properties
of 0 (8X0=0) and 1 (8X1=8) Concept of multiples Models of division Division facts strategies Fact families (7X6, 6X7,
42?7, 42?6) |