Fourth Grade MATHEMATICS - Volusia County …

1 Fourth Grade MATHEMATICS Curriculum Map 2018 2019 Volusia County Schools MATHEMATICS Florida Standards 1 Volusia County Schools Grade 4 Math Curriculum Map MATHEMATICS Department June 2018 2 Volusia County Schools Grade 4 Math Curriculum Map MATHEMATICS Department June 2018 Elementary Instructional Math Block Time Components Description 5-15 minutes number Talks Short, daily fluency routine that engages students in meaningful conversations around purposefully crafted computation problems that are solved using number relationships and the structure of numbers.

2 Students are asked to communicate their thinking when presenting and justifying solutions to problems they solve mentally while the teacher records their ideas with mathematical precision. These exchanges lead to the development of more accurate, efficient, and flexible strategies. 5 minutes Opening: Hook/Coherence Connection The teacher will engage students to create interest for the whole group lesson or review prerequisite standards to prepare students to make explicit connections that will allow students to apply and extend previous learning when interacting with the lesson s Grade -level content.

3 15 minutes Whole Group: Mini Lesson/Guided Practice Used prior to small group to introduce/practice new knowledge and skills or after small group to refine/practice strategies discovered by students. The lesson focuses on the depth of Grade -level cluster(s), Grade -level content standard(s), or part(s) thereof, intentionally targeting the aspect(s) of rigor (conceptual understanding, procedural skill and fluency, application) called for by the standard(s) being addressed. During this time, the teacher makes the MATHEMATICS of the lesson explicit using clear and correct explanations, representations, tasks, and/or examples.

4 The teacher provides opportunities for all students to work with and practice Grade -level problems and exercises, deliberately checking for understanding throughout the lesson and adapting the lesson according to student understanding. The teacher poses high-quality questions and problems that prompt students to share their developing thinking about the content of the lesson. Class created anchor charts are constructed by strategically adding key concepts throughout the topic s lessons. 30-40 minutes Small Collaborative Groups/ Independent Practice The teacher encourages reasoning and problem solving by posing challenging problems that offer opportunities for student choice of appropriate tools and promote productive struggle.

5 Students work in small, flexible collaborative groups to engage in mathematical tasks while the teacher circulates and asks questions to elicit thinking, providing support or extensions as needed. The teacher asks students to explain and justify work, connecting and developing students informal language to precise mathematical language appropriate to their Grade , and provides feedback that helps students revise initial work. The teacher makes observations to select and sequence appropriate strategies for students to share during the class discussion. 5 minutes Closure: Summarize The teacher strengthens all students understanding of the content by strategically sharing a variety of students representations and solution methods.

6 The teacher facilitates the summary of the MATHEMATICS with references to student work and by creating the conditions for student conversations where students are encouraged to talk about each other s thinking in order to reinforce the purpose of the lesson. Formative techniques occur throughout the framework to drive instruction, guide collaborative grouping, and evaluate which students will need intervention/enrichment. 3 Volusia County Schools Grade 4 Math Curriculum Map MATHEMATICS Department June 2018 Units Topics Standards Suggested Dates Unit 1 1 Applying place value concepts in whole number addition and subtraction (12 days) (not fluently) Aug.

7 13-28 2 Exploring multiples and factors (11 days) (only number patterns) Aug. 29- Sept. 13 Sept. 3 (Labor Day) 3 Using multiplication and division strategies with larger numbers (23 days) (only multiplication and division) (only arrays and area models) (only arrays and area models) and ( number Talks) Sept. 14- Oct. 18 Sept. 17 (TDD) Oct. 15 (TDD) Unit 2 4 Decomposing and composing fractions for addition and subtraction (8 days) (a, b) (no mixed numbers) Oct. 19-30 5 Understanding fraction equivalence and comparison (12 days) Oct. 31- Nov. 16 Nov. 12 (Veterans Day) Nov.

8 19-23 (Thanksgiving) 6 Introducing measurement conversions (11 days) Nov. 26- Dec. 10 7 Solving problems using multiplicative comparison (12 days) (only multiplication and division, only whole numbers) and ( number Talks) Dec. 11- Jan. 11 Dec. 20 (TDD) Dec. 21- Jan. 6 (Winter Break) Unit 3 8 Solving measurement problems using the four operations (12 days) (not fluently) (only whole numbers) and ( number Talks) Jan. 14-30 Jan. 21 (MLK) 9 Solving addition and subtraction problems involving fractions and mixed numbers (10 days) (c, d) Jan. 31- Feb. 13 10 Angle measurement (12 days) (not parallel, perpendicular, or 2-D figures) Feb.

9 14- Mar. 4 Feb. 18 (President s Day) 11 Multiplying fractions by whole numbers (13 days) Mar. 5-29 March 15 (TDD) March 18-22 (Spring Break) Unit 4 12 Comparing decimal fractions and understanding notation (10 days) Apr. 1-12 13 Recognizing and analyzing attributes of 2-dimensional shapes (12 days) Apr. 15-30 14 Revisiting problem solving with whole numbers (22 days) May 1-31 May 27 (Memorial Day) Grade 4 Math Instructional Calendar 4 Volusia County Schools Grade 4 Math Curriculum Map MATHEMATICS Department June 2018 Unit 1 PACING: August 13 October 18 Topic 1: Applying place value concepts in whole number addition and subtraction Pacing.

10 August 13 - 28 The focus of this topic is to provide students time to develop and practice efficient addition and subtraction of multi- digit whole numbers while developing place value concepts. This topic also includes rounding, which provides students with another strategy to judge the reasonableness of their answers in addition and subtraction situations. In Grade 3 ( ), students used place value understanding to round whole numbers to the nearest 10 or 100, which is extended this year to rounding multi- digit whole numbers to any place. Standards Academic Language Recognize that in a multi- digit whole number , a digit in one place represents ten times what it represents in the place to its right.