Grade 4 Mathematics - Province of Manitoba

1 Grade 4 MathematicsSupport Document for Teachers2017 Manitoba Education and TrainingGr a d e 4 Ma t h eM a t i c sSupport Document for TeachersManitoba Education and Training Cataloguing in Publication DataGrade 4 Mathematics : support document for teachersIncludes bibliographical references. ISBN: 978-0-7711-8041-5 (pdf)ISBN: 978-0-7711-8042-2 (print)1. Mathematics Study and teaching (Elementary). 2. Mathematics Study and teaching (Elementary) Manitoba . I. Manitoba . Manitoba Education and Training. 2017, the Government of Manitoba , represented by the Minister of Education and Training. Manitoba Education and Training School Programs Division Winnipeg, Manitoba , CanadaEvery effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education and Training.

2 Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this resource are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this websites referenced in this resource are subject to change without notice. Educators are advised to preview and evaluate websites and online resources before recommending them for student copies of this resource (stock number 80647) can be purchased from the Manitoba Learning Resource Centre. Order online at This resource is available on the Manitoba Education and Training website at Websites are subject to change without the department is committed to making its publications as accessible as possible, some parts of this document are not fully accessible at this in alternate formats upon request.

3 Contentsiiico n t e n t sList of Blackline Masters (BLMs) vGrade 4 Mathematics Blackline Masters vAcknowledgements viiIntroduction 1 Overview 2 Conceptual Framework for Kindergarten to Grade 9 Mathematics 5 assessment 9 Instructional Focus 11 Document Organization and Format 12 Number 1 Number ( , ) 3 Number ( ) 17 Number ( , ) 33 Number ( , ) 49 Number ( ) 69 Number ( , , ) 89 Patterns and Relations 1 Patterns and Relations ( , , , ) 3 Patterns and Relations ( , ) 25 Shape and Space 1 Shape and Space (Measurement) ( , ) 3 Shape and Space (Measurement) ( ) 19 Shape and Space (Geometry) ( , ) 29 Shape and Space (Geometry) ( ) 43 Grade 4 Mathematics : Support Document for TeachersivStatistics and Probability 1 Statistics and Probability (Data Analysis) ( , ) 3 Bibliography 1 ContentsvList of Blackline Masters (BLMs) Grade 4 Mathematics Blackline MastersNumber (N)BLM : Number of the Day BLM : Renaming NumbersBLM : Spinners and Place-Value ChartsBLM : Equation MatchBLM : Dot ArrayBLM : Relating Multiplication to Division Match GameBLM : Show the FractionBLM : Fraction Cards for Interview #1 BLM : Fraction Cards for Interview #2 BLM : Fraction BarsBLM : Less than 12 or Greater than 12 SortBLM : Close to 0 of Close to 1?

4 BLM : Hundredth Squares/GridsBLM : Small Hundredth Squares/GridsPatterns and Relations (PR)BLM : Hundred ChartBLM : Multiplication TableBLM : Carroll DiagramBLM : Venn DiagramShape and Space (SS)BLM : Telling Time Makes Me Think Of ..BLM : Timeline: The Day in the Life Of BLM : am and pm ActivitiesBLM : Analog and Digital Clock FacesBLM : Digital TimesBLM : Analog Clock FacesBLM : Digital Clock FacesBLM : 24-Hour Clock NotationsBLM : What is the Area?BLM : Cover the ShapeBLM : Centimetre Grid PaperBLM : Cover the AreaBLM : Blank GeoboardsGrade 4 Mathematics : Support Document for TeachersviBLM : Prism NetsBLM : Alphabet LettersBLM : Dot PaperBLM : The Frayer ModelStatistics and Probability (Data Analysis) (SP)BLM : PictographsBLM : PictographsBLM : Bar GraphsBLM : Nutritional Food Labelvii Acknowledgementsac k n o w l e dG e M e n t sManitoba Education and Training wishes to thank the members of the Kindergarten to Grade 4 Mathematics Support Document Development Team for their contribution to this document.

5 Their dedication and hard work have made this document SoltessSt. James-Assiniboia School DivisionKindergarten to Grade 4 Mathematics Support Document Development Team (2006 2008)Rosanne AshleyWinnipeg School DivisionJoanne BarreLouis Riel School DivisionDebbie FurdykLord Selkirk School DivisionTrish GoosenLord Selkirk School DivisionBrad HaywardFort la Bosse School DivisionCatherine Ko-HeinrichsWinnipeg Mennonite Elementary SchoolCarol MatsumotoSeven Oaks School DivisionShannon OikawaPembina Trails School DivisionLouisa PetznickFrontier School DivisionDonna SlobodzianRed River Valley School DivisionPat SteuartSt. James-Assiniboia School DivisionManitoba Education and Training StaffCarole Bilyk Project Manager(u nt i l 2016)Development Unit Instruction, Curriculum and assessment UnitLouise Boissonneault CoordinatorDocument Production Services Unit Educational Resources BranchWenda Dickens Project Manager(since 2016)

6 Development Unit Instruction, Curriculum and assessment UnitSherry Perih Project LeaderDevelopment Unit Instruction, Curriculum and assessment UnitMarjorie Poor Publications EditorDocument Production Services Unit Educational Resources BranchLi ndsay Wa l ker Desktop PublisherDocument Production Services Unit Educational Resources Branch Introduction1in t r o d u c t i o nPurpose of This DocumentGrade 4 Mathematics : Support Document for Teachers provides various suggestions for instruction, assessment strategies, and learning resources that promote the meaningful engagement of Mathematics learners in Grade 4. The document is intended to be used by teachers as they work with students in achieving the learning outcomes and achievement indicators identified in Kindergarten to Grade 8 Mathematics : Manitoba Curriculum Framework of Outcomes (2013) ( Manitoba Education).

7 BackgroundKindergarten to Grade 8 Mathematics : Manitoba Curriculum Framework of Outcomes is based on The Common Curriculum Framework for K 9 Mathematics , which resulted from ongoing collaboration with the Western and Northern Canadian Protocol (WNCP). In its work, WNCP emphasizesQQcommon educational goalsQQthe ability to collaborate and achieve common goalsQQhigh standards in educationQQplanning an array of educational activitiesQQremoving obstacles to accessibility for individual learnersQQoptimum use of limited educational resourcesThe growing effects of technology and the need for technology-related skills have become more apparent in the last half century. Mathematics and problem-solving skills are becoming more valued as we move from an industrial to an informational society. As a result of this trend, Mathematics literacy has become increasingly important.

8 Making connections between mathematical study and daily life, business, industry, government, and environmental thinking is imperative. The Kindergarten to Grade 12 Mathematics curriculum is designed to support and promote the understanding that Mathematics isQQa way of learning about our worldQQpart of our daily livesQQboth quantitative and geometric in natureGrade 4 Mathematics : Support Document for Teachers2 OverviewBeliefs about Students and Mathematics LearningThe Kindergarten to Grade 8 Mathematics curriculum is designed with the understanding that students have unique interests, abilities, and needs. As a result, it is imperative to make connections to all students prior knowledge, experiences, and are curious, active learners with individual interests, abilities, and needs. They come to classrooms with unique knowledge, life experiences, and backgrounds.

9 A key component in successfully developing numeracy is making connections to these backgrounds and experiences. Students learn by attaching meaning to what they do, and they need to construct their own meaning of Mathematics . This meaning is best developed when learners encounter mathematical experiences that proceed from the simple to the complex and from the concrete to the abstract. The use of manipulatives and a variety of pedagogical approaches can address the diversity of learning styles and developmental stages of students, and enhance the formation of sound, transferable mathematical concepts. At all levels, students benefit from working with a variety of materials, tools, and contexts when constructing meaning about new mathematical ideas. Meaningful student discussions can provide essential links among concrete, pictorial, and symbolic representations of Mathematics .

10 Conceptual understanding: comprehending mathematical concepts, relations, and operations to build new knowledge. (Kilpatrick, Swafford, and Findell 5)Procedural thinking: carrying out procedures flexibly, accurately, efficiently, and solving: engaging in understanding and resolving problem situations where a method or solution is not immediately obvious. (OECD 12)Students need frequent opportunities to develop and reinforce their conceptual understanding, procedural thinking, and problem-solving abilities. By addressing these three interrelated components, students will strengthen their ability to apply mathematical learning to their daily learning environment should value and respect all students experiences and ways of thinking, so that learners are comfortable taking intellectual risks, asking questions, and posing conjectures. Students need to explore problem-solving situations in order to develop personal strategies and become mathematically literate.