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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)