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Subject
Essential
Question
Standard
Social Studies/Writing
Math
How does Math and Social Studies affect my life?
Social Studies:
4.H.2.1
Explain why important buildings, statues, monuments and place
names are associated with the state's history.
Writing
Informational Writing: 4W.2 Write informative/explanatory texts to
examine a
topic and convey ideas and information clearly.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
4W.5 With guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, and editing. (Editing for
conventions should demonstrate command of
Language standards 1–3 up to and including
grade 4 on pages 28 and 29.)
Speaking/Listening
4SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing
texts, building on others’ ideas and expressing
their own clearly.
4SL.6 Differentiate between contexts that call for formal
English (e.g., presenting ideas) and situations
where informal discourse is appropriate (e.g.,
small-group discussion); use formal English when
appropriate to task and situation.
Language
4L.1 Demonstrate command of the conventions of
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.
4. NF.3 Compare two decimals to
hundredths by reasoning about their size.
Recognize that comparisons 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.
*Review identifying 2-dimensional figures
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
standard English grammar and usage when
writing or speaking.
4L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
4L.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words.
a circle is called a “one-degree angle,” and
can be used to measure angles.
b) An angle that turns through n onedegree
angles is said to have an angle measure of
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. 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.
4. G.1 Draw points, lines, line segments,
rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.
Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.
4. G.2 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.
4.G.3 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.
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.
4.OA.3 (full implementation) Solve
Multi-step 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
problem using equations with a letter
standing for the unknown quantity. Assess
the reasonableness of answers using mental
computation and estimation strategies
including rounding.)
Text/Resources North Carolina Social Studies
Maps
Brain Pop
*Saxon
*multimedia
*Envisions
*Manipulatives
*Ready North Carolina Instruction
*Crosswalk Coach
*Common Core Coach
*Literature
* Brain Pop
Learning
Social Studies
Outcome (The
SWBT create a map of an imaginary town that includes different
Student Will
kinds of angles, lines, shapes, and North Carolina monuments and
:))
structures.
SWBT solve word problems about map skills
SWBT write responses in journals using math and Social Studies
SWBT edit and revise responses in journals.
SWBT use correct language while speaking about math.
The SWBT:
*List factor pairs for a variety of whole
numbers from 1-100. (Example: 24: 1, 24,
2, 12, 3, 8, 4, 6)
*Recognize a whole number as a multiple
as each of it’s factors.
*Use skip counting/multiples with any
factor to create that whole number. (Skip
counting is multiples 4: 4, 8, 12, 16, 20)
*Define a prime number as only having 2
factors.
*Define a composite number as having 3 or
more factors.
*List factors to determine if the number is
prime or composite
*Determine the factors and multiples for
numbers 1-100 and if they are prime,
composite or neither.
*Determine the factors and multiples for
numbers 1-100 and if they are prime,
composite or neither.
*Describe how comparisons of visual diagrams
are only valid when referring to the same
whole (diagrams must be congruent in order to
accurately compare the values).
*Compare (>, <, =) two decimals using
congruent visual models (area, number lines,
grids, meter sticks, circles (?)).
*Justify why congruent models are necessary
for valid comparisons.
*Construct accurate visual models to compare
decimals and write the corresponding number
sentence using symbols, <, >, =
*Compare two decimals to hundredths by
reasoning about their size. Recognize that
comparisons 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.
*Understand angles (acute, obtuse, and right)
and how to measure angles using a circle.
*Understand that a circle has 360 degrees.
*Relate that three 30 degree angles makes a 90
degree angle, two 45 degree angles makes a 90
degree angle. Two 90 degree angle make 180
degrees which is a straight angle.
*Understand that a 1/360 is a one degree angle.
(A 30 degree angle is 30/360 degree angle
*Understand that a 1/360 is a one degree
angle. (A 30 degree angle is 30/360 degree
angle
which simplified is 1/12 of the circle)
*Determine angle measurements in reference
to a circle by using given angle measurements.
PreAssessment
Formative
Assessment
Connection to
Summative
Product/Assess
ment
Differentiation
Basic Skills Universal Screening
(Aimsweb)
Chapter Saxon Baseline
Cumulative section tests
Teacher created assessments with multiple
choice and Open-ended math responses,
Math journaling; discussions; observations,
white boards, think-pair-share, homework
Written Responses
Study Island Post test
End of Chapter tests
Open end responses with rubric
Post test with open ended responses
Town Map Project with Rubric
Word bank for journal writing for EC and
Ell Students.
Use of visuals for math vocabulary
Differentiate levels for fact fluency
rotation.
Read aloud assessments and worksheets.
Separate setting and extended time.
Small group instruction based on ability.
Math Super Stars (AIG and High)