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Fourth Grade - Grade Level Overview - Georgia Standards

Georgia Standards of Excellence Grade Level curriculum Overview Mathematics GSE Fourth Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Georgia Department of Education TABLE OF CONTENTS. curriculum Map ..3. Unpacking the Standards ..4. Standards For Mathematical Practice ..4. Content Standards 6. Mindset and Mathematics .. 49. Vertical Understanding of the Mathematics Learning Trajectory .. 50. Research of Interest to Teachers 51. GloSS and IKAN ..51. 51. Arc of Lesson/Math Instructional Framework ..52. Unpacking a Task.

Georgia Department of Education Georgia Department of Education July 2018 • Page 2 of 77 All Rights Reserved TABLE OF CONTENTS Curriculum Map .....3

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Transcription of Fourth Grade - Grade Level Overview - Georgia Standards

1 Georgia Standards of Excellence Grade Level curriculum Overview Mathematics GSE Fourth Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Georgia Department of Education TABLE OF CONTENTS. curriculum Map ..3. Unpacking the Standards ..4. Standards For Mathematical Practice ..4. Content Standards 6. Mindset and Mathematics .. 49. Vertical Understanding of the Mathematics Learning Trajectory .. 50. Research of Interest to Teachers 51. GloSS and IKAN ..51. 51. Arc of Lesson/Math Instructional Framework ..52. Unpacking a Task.

2 54. Routines and Rituals Teaching Math in Context and Through Problems ..55. Use of Manipulatives ..56. Use of Strategies and Effective Questioning ..56. Number Lines .. 57. Math Maintenance Activities . 58. o Number Corner/Calendar Time . 60. o Number Talks ..60. o Estimation/Estimation 180 ..62. Mathematize the World through Daily Routines ..66. Workstations and Learning Centers ..66. Games ..66. Journaling ..67. General Questions for Teacher Use ..68. Questions for Teacher Reflection ..69. Depth of Knowledge ..70. Depth and Rigor Statement ..71. Additional Resources 3-5 Problem Solving Rubric (creation of Richmond County Schools).

3 72. Literature Resources ..73. Technology Links ..73. Resources Consulted ..77. Georgia Department of Education July 2018 Page 2 of 77. All Rights Reserved Georgia Department of Education Georgia Standards of Excellence Fourth Grade **NEW Click on the link in the table to view a video that shows instructional strategies for teaching the specified standard. GSE Fourth Grade curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8. Whole Multiplication Fraction Operations Fractions and Geometry Measurement Show What We Numbers, Place and Division of Equivalents with Fractions Decimals Know Value, and Whole Rounding Numbers ALL.

4 These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units. All units will include the Mathematical Practices and indicate skills to maintain. However, the progression of the units is at the discretion of districts. NOTE: Mathematical Standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics. Grades 3-5 Key: G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, NF = Number and Operations, Fractions, OA = Operations and Algebraic Thinking.

5 Georgia Department of Education July 2018 Page 3 of 77. All Rights Reserved Georgia Department of Education UNPACKING THE Standards . Standards FOR MATHEMATICAL PRACTICE. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education. The first of these are the NCTM process Standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy).

6 Students are expected to: 1. Make sense of problems and persevere in solving them. In Fourth Grade , students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Fourth graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, Does this make sense? They listen to the strategies of others and will try different approaches. They often will use another method to check their answers.

7 2. Reason abstractly and quantitatively. Fourth graders should recognize that a number represents a specific quantity. They connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities. They extend this understanding from whole numbers to their work with fractions and decimals. Students write simple expressions, record calculations with numbers, and represent or round numbers using place value concepts. 3. Construct viable arguments and critique the reasoning of others.

8 In Fourth Grade , students may construct arguments using concrete referents, such as objects, pictures, and drawings. They explain their thinking and make connections between models and equations. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like How did you get that? and Why is that true? They explain their thinking to others and respond to others' thinking. 4. Model with mathematics. Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.

9 Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Fourth Georgia Department of Education July 2018 Page 4 of 77. All Rights Reserved Georgia Department of Education graders should evaluate their results in the context of the situation and reflect on whether the results make sense. 5. Use appropriate tools strategically. Fourth graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper or a number line to represent and compare decimals and protractors to measure angles.

10 They use other measurement tools to understand the relative size of units within a system and express measurements given in larger units in terms of smaller units. 6. Attend to precision. As Fourth graders develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, they use appropriate labels when creating a line plot. 7. Look for and make use of structure. In Fourth Grade , students look closely to discover a pattern or structure.


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