## Friday, August 22, 2014

### Grade 4 Scope and Sequence CCSS Math

CCSS Math Grade 4 Year at a Glance | Grade 4 Scope and Sequence Common Core Math Standards

Grade 4 Scope and Sequence Common Core Math Standards
Summary of Year

Fourth grade CCSS mathematics is about (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and (3)
understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Key Areas of Focus for 3-5: Multiplication and division of whole numbers and fractions—concepts, skills, and problem solving

CCSS Math Year at a Glance
CCSS Math Content Emphasis by Cluster (PARCC/SBAC)

Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction
Module 2: Unit Conversions and Problem Solving with Metric Measurement
Module 3: Multi-Digit Multiplication and Division
Module 4: Angle Measure and Plane Figures
Module 5: Fraction Equivalence, Ordering, and Operations
Module 6: Decimal Fractions
Module 7: Exploring Multiplication

Grade 4 CCLS Major Emphasis Clusters

Operations and Algebraic Thinking
• Use the four operations with whole numbers to solve problems.
Number and Operations in Base Ten
• Generalize place value understanding for multi-digit whole numbers.
• Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations – Fractions
• Extend understanding of fraction equivalence and ordering.
• Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
• Understand decimal notation for fractions, and compare decimal fractions.

Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction (25 days)
4.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.
4.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.
4.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.
4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Module 2: Unit Conversions and Problem Solving with Metric Measurement (7 days)
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in.
Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of
a smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale.

Module 3: Multi-Digit Multiplication and Division (43 days)
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.
4.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. (See Glossary, Table 2.)
4.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. Gain familiarity with factors and multiplies.
4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a
multiple of a given one-digit number. Determine whether a given whole number in the range 1–
100 is prime or composite. Use place value understanding and properties of operations to perform multi-digit arithmetic. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two- digit numbers, using strategies based on place value and the properties of operations. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
For example, find the width of a rectangular room given the area of the flooring and the length,
by viewing the area formula as a multiplication equation with an unknown factor.

Module 4: Angle Measure and Plane Figures (20 days)
Geometric measurement: understand concepts of angle and measure angles.
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure.
4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition
and subtraction problems to find unknown angles on a diagram in real world and mathematical
problems, e.g., by using an equation with a symbol for the unknown angle measure.
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.

Module 5: Fraction Equivalence, Ordering, and Operations (45 days)
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Generate and analyze patterns.

4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the
pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the
starting number 1, generate terms in the resulting sequence and observe that the terms appear
to alternate between odd and even numbers. Explain informally why the numbers will continue to
alternate in this way. Extend understanding of fraction equivalence and ordering. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate equivalent
fractions.
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions refer to the same whole.
Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model. Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one
way, recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to
represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 ×
(1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a
fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as
6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using
visual fraction models and equations to represent the problem. For example, if each person
at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed? Between what two whole numbers does your
answer lie? Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of
a smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale. Represent and interpret data.
4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line
plots. For example, from a line plot find and interpret the difference in length between the
longest and shortest specimens in an insect collection.

Module 6: Decimal Fractions (20 days)
Understand decimal notations for fractions, and compare decimal fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use
this technique to add two fractions with respective denominators 10 and 100. (Students who can
generate equivalent fractions can develop strategies for adding fractions wit unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
4.NF.6
4.NF.7 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as
62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Compare two decimals to hundredths by reasoning about their size. Recognize that comparison are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of
a smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale.

Module 7: Exploring Multiplication (20 days)
Use the four operations with whole numbers to solve problems.

4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.
4.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.
4.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. Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two- digit numbers, using strategies based on place value and the properties of operations. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area models.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller
unit.
4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in.
Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of
a smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale.