Common Core Math Grade 4 Math Sequence

Standards of Mathematical Practice
1.) Make sense of problems and persevere in solving them.
2.) Reason abstractly and quantitatively.
3.) Construct viable arguments and critique the reasoning of others.
4.) Model with mathematics.
5.) Use appropriate tools strategically.
6.) Attend to precision.
7.) Look for and make use of structure.
8.) Look for and express regularity in repeated reasoning

1st Nine Weeks (8/27/13-10/25/13)

(Mathematical Practices First, Illustrative Math, Process vs. Product the first 6 weeks)

Number and Operations in Base Ten
Generalize place value understanding for multi-digit whole numbers.
NBT.1 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. For example, recognize that 700 ÷ 70 =10 by applying concepts of place value and division.


EM .9 Powers of 10: To introduce exponential notation for powers of 10 as a way of naming the values of places in our base-ten system.

Saxon: 36, 97

NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

EM 2.3 Place Value in Whole Numbers: To provide practice identifying values of digits in numbers up to one billion; and to provide practice reading and writing numbers up to one billion.
EM 2.4 Place Value with a Calculator: To provide place-value skills using a calculator routine; and to review reading and writing large numbers
EM 5.8 Big Numbers: To provide practice reading, writing, and comparing large numbers using patterns in the base-ten place-value system.
EM 5.11 Comparing Data: To guide students as they look up and compare numerical data, including geographical measurements.

Saxon: 21, 51, 52, 53

NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

EM 5.10 Rounding and Reporting Large Numbers: To discuss sensible ways of reporting a count when a large number of items has been counted; and to practice rounding numbers.

Saxon: 33

Use place value understanding and properties of operations to perform multi-digit arithmetic.
NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

EM 2.7 Addition of Multidigit Numbers: To review the partial sums algorithm used to solve multidigit addition problems; and to introduce column-addition method similar to the traditional addition algorithm.
EM 2.9 Subtraction of Multidigit Numbers: To review the trade first and counting-up methods, and to introduce the partial differences method of solving multidigit subtraction problems; and to provide practice estimating differences for multidigit subtraction problems.

Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.
OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35
= 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Saxon: 26

OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

EM 3.1 “What’s My Rule?”: To review “What’s My Rule?” problems.
EM 3.2 Multiplication Facts: To review strategies for solving multiplication facts;
EM 3.3 Multiplication Fact Practice: To give a 50-facts test; and to provide practice with multiplication facts.
EM 3.4 More Multiplication Fact Practice: To give a 50-facts test and record the results; and to provide practice with multiplication facts.

Saxon: 22, 23, 63, 70

OA.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.

EM 3.8 A Guide for Solving Number Stores: To introduce a simplified approach to solving number stories; and to provide practice determining whether number sentences are true or false.
EM 3.9 True or False Number Sentences: To review the meanings of number sentences ; and to provide practice determining whether number sentences are true or false.
EM 3.11 Open Sentences: To introduce vocabulary and notation for open sentences; and to provide practice solving open sentences.

Saxon: 33, 38, 39, 55, 59

Resources:
CCGPS Fourth Grade Unit One Whole Numbers, Place Value, and Rounding in Computation
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_4_Unit1FrameworkSE.pdf

Groundworks: Mystery Number 1-6, Place It Right 1-6


Everyday Math Lessons Parking Lot:
    1. Introduction to the Student Reference Book (NBT.2)
2.2 Many Names for Numbers: To review equivalent names for whole numbers and name-collection boxes.
3.10 Parenthesis in Number Sentences: To review the use of parentheses in number sentences.


2nd 9 Weeks
3rd 9 Weeks
4th 9 Weeks