Download SBCUSD Grade 4 Benchmark 3 Mathematics Curriculum and

Curriculum: Macmillan/McGraw-Hill
SBCUSD Grade 4 Benchmark 3 Mathematics
Curriculum and Standards Pacing Guide 2013-2014
Section 1 (suggested pacing 2 weeks)
Chapter 14 – Decimals
• Teach: Lessons 14-1, 14-3 through 14-5, and 14-7
• Insert: none
• Omit: Lessons 14-2, 14-6
Chapter 15 – Decimal Addition and Subtraction
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Teach: Lessons 15-1 through 15-5
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Insert: none
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Omit: Lesson 15-6
Chapter 16 – Probability
Section 2 (suggested pacing 6 weeks)
Chapters 10 – Geometry
• Teach: Lesson 10-2, 10-4, 10-6 through 10-8
• Insert: ten lesson areas
• Omit: Lesson 10-1, PS in Art 408-409, 10-9
Insertions or Considerations
Consideration:
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Omit this chapter (Moved to Grade 7 in CCSS)
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Chapters 11 – Geometry and Measurement
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Teach: Lessons 11-2 through 11-7
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Insert: five lesson areas
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Omit: Lesson 11-1
A/B=3/10/14—3/21/14
Use place value and models to add
Focus on word problems using all four operations (distances, intervals of time, conversion of capacity
and mass, money, simple fractions/decimals)
(Students will need to represent the measurement quantities using diagrams)
Lesson recognizing angles as geometric shapes (4.MD.5)
Lesson measuring angles with reference to a circle by considering the fraction of the circular arc
(4.MD.5)
Lesson measuring angles using a protractor (4.MD.6)
Lesson sketching angles of a specified measure (4.MD.6)
Lesson on understanding that an angle measure is additive (4.MD.7)
Lesson where an angle is decomposed into non overlapping parts, and the sum of the angle measures
the parts (4.MD.7)
Lesson on finding the sum of a missing angle, connected to real world and mathematical problems
(using addition and subtraction) (4.MD.7)
Lessons on drawing and identifying the following (in two dimensional figures:) points, lines, line
segments, rays, angles, perpendicular lines, and parallel lines (4.G.1)
Lessons classifying two dimensional figures, based on parallel/perpendicular lines. (4.G.2)
Lesson on recognizing right triangles as a category and identifying right triangles (4.G.2)
Lessons with standard measurement and metric measurement (4.MD.1)
Lesson on time conversions (4.MD.1)
Lesson on expressing measurement equivalents in a two column table (4.MD.1)
Lesson on word problems using all four operations measuring: distances, intervals of time, conversion
of capacity and mass, money, simple fractions/decimals (4.MD.2)
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Lesson on drawing lines of symmetry (4.G.3)
Benchmark 3 Testing Window
C=3/3/14—3/14/14
D=4/7/14—4/18/14
T=2/24/14—3/7/14
Chapter 4 lessons may be taught after CST, in order to give time to review essential/key standards.
Chapter 4 – Statistics (Data) (suggested pacing 2 weeks)
• Teach: Lessons 4-3, 4-4, and 4-6
• Insert: two lesson areas
• Omit: Lessons 4-1, 4-2, 4-5, 4-7, and 4-8
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Lesson on constructing a line plot to display a data set of measurements in fractions of a unit (4.MD.4)
Lesson on solving problems involving addition and subtraction, using information presented in line
plots (4.MD.4)
SBCUSD, Elementary Instruction, 2013-2014
Standards Summary
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.
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.
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems
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.
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.
4.G.1 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.NS.1.5 Explain different interpretations of fractions.
4.NS.1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths.
4.NS.3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operation.
4.SDAP.1.1 Formulate survey questions, systematically collect and represent data on a number line; and coordinate graphs, tables, charts.
4.SDAP.1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.
4.SDAP.1.3 Interpret one- and two-variable data graphs to answer questions about a situation.
SMPs
Incorporate Standards for Mathematical Practice 1-8 within Content Lessons
SBCUSD, Elementary Instruction, 2013-2014