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Teaching guide
Priority Standards
Troup County School System
CCGPS Math Curriculum Map
Fourth Grade – Third Quarter
Major Standard
major emphasis in grade level
Supporting Standard
medium emphasis in grade level
Additional Standard
minor emphasis in grade level
Click on the standard for example assessment questions!
CCGPS
Example/Vocabulary
System Resources
MCC4.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.
a. Understand the relationship
between gallons, cups, quarts, and
pints.
b. Express larger units in terms of
smaller units within the same
measurement system.
c. Record measurement equivalents
in a two column table.
MCC4.MD.1
Students may use a two-column chart to convert
from larger to smaller units and record equivalent
measurements. They make statements such as, if
one foot is 12 inches, then 3 feet has to be 36
inches because there are 3 groups of 12.
In third grade, students had to measure and
estimate liquid volumes and masses of objects
using grams, kilograms and liters. They had to
add, subtract, multiply or divide to solve onestep word problems involving masses or volumes
that are given in the same units. For example,
Joey had 2 liters of coke and his friend gave him 4
more liters. How many liters does Joey have now?
Third grade students did not have to convert.
Example 2:
Example1:
MCC4.MD.1
The Hands On Standards lessons can also
be used in whole group as introductory
lessons.
Whole Group
Conversion Concentration Game
Metric Relationships
A Pound of What? pg 96
Capacity Line Up pg. 91
Too Heavy? Too light? pg. 86
Exploring An Ounce pg. 77
Setting Standard pg. 58
Worth the Weight pg. 63
More Punch Please (cups, pints,
quarts, gallons) pg. 96
Metric Measurement Sheet
Coach book sheet
Measuring Mania pg. 17
Students do not need to compare customary with metric
units.
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
1
Continued from page 1
Essential Questions:
What is the relationship between kilometers,
meters and centimeters?
What is the relationship between kilograms and
grams?
What is the relationship between pounds and
ounces?
What is the relationship between liters and
milliliters?
Continued from page 1
Foundational understandings to help with measure
concepts:

Understand that larger units can be subdivided
into equivalent units (partition)

Understand that the same unit can be repeated
to determine the measure

Understand the relationship between the size of a
unit and the number of units needed.
Vocabulary
km, m, cm, kg, g, L, mL, inch, foot, yard, mile, ounce,
pound, cup, pint, quart, gallon, hour, minute, second
What is the relationship between hours,
minutes, and seconds?
How do I convert from a larger measurement
unit to a smaller one?
What happens to a measurement when we
change units?
Continued from page 1
Differentiation Activities
Writing to Win
Capacity Creatures
Differentiation for:
 Customary Units of Length
 Customary Units of Weight
 Customary Units of Liquid
Volume
 Metric Units of Lengths
 Metric Units of Mass and
Liquid Volume
 Units of Time
 Patterns in Measurement
Units (conversion tables)
Grocery Store Conversions
Baking Time
Water Balloon Fun pg. 105
Click here for other lessons and
assessments
How are fluid ounces, cups, pints, quarts, and
gallons related?
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
2
CCGPS
MCC4.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.
In third grade, students had to solve one-step
word problems that involved kilograms, grams,
liters, and elapsed time. They did not have to
convert within these word problems.
Essential Questions:
How do I use the four operations to solve
word problems involving distance, time,
volume, mass, and money?
Example/Vocabulary
System Resources
MCC4.MD.2
MCC4.MD.2
This standard includes multi-step word problems related
to expressing measurements from a larger unit in terms of
a smaller unit (e.g., feet to inches, meters to centimeters,
dollar to cents). Students should have ample
opportunities to use number line diagrams to solve word
problems.
The Hands On Standards lessons can also
be used in whole group as introductory
lessons.
Example:
Charlie and 10 friends are planning a pizza party. They
purchased 3 quarts of milk. If each glass holds 8 oz will
everyone get at least one glass of milk?
Possible Solution
Charlie plus 10 friends = 11 total people
11 people x 8 ounces (glass of milk) = 88 total ounces
1 quart = 2 pints = 4 cups = 32 ounces
Therefore 1 quart = 2 pints = 4 cups = 32 ounces
2 quarts = 4 pints = 8 cups = 64 ounces
3 quarts = 6 pints = 12 cups = 96 ounces
Additional Examples:
Division/fractions: Susan has 2 feet of ribbon. She wants to
give her ribbon to her 3 best friends so each friend gets
the same amount. How much ribbon will each friend get?
Students may record their solutions using fractions or
inches. (The answer would be 2/3 of a foot or 8 inches.
Students are able to express the answer in inches
because they understand that 1/3 of a foot is 4 inches
and 2/3 of a foot is 2 groups of 1/3)
Addition: Mason ran for an hour and 15 minutes on
Monday, 25 minutes on Tuesday, and 40 minutes on
Wednesday. What was the total number of minutes
Mason ran?
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
Whole Group
Converting Word Problems
Measurement Word Problems
Elapsed Time Ruler 1
Elapsed Time Ruler 2
24 Hour Number Line
Too Heavy? Too Light?
Elapsed Time Word Problems
Liquid Volume Word Problems
Metric Mass Word Problems
Water Balloon Fun
Money Word Problems (scroll down)
Differentiation Activities
Differentiation for Elapsed Time
Journal Prompt
Shopping Sheet
Weekly Allowance Sheet
Wonka Quartet Sheet
Differentiation for Measurement
Problems
Elapsed Time Anchor Chart
Click here for other lessons and
assessments
3
See page 3
Continued from page 3
Subtraction: A pound of apples costs $1.20. Rachel
bought a pound and a half of apples. If she gave the
clerk a $5.00 bill, how much change will she get back?
See page 3
Multiplication: Mario and his 2 brothers are selling
lemonade. Mario brought one and a half liters, Javier
brought 2 liters, and Ernesto brought 450 milliliters. How
many total milliliters of lemonade did the boys have?
Situations should include those that require decomposing
and composing units of measure.
Number line diagrams that feature a measurement scale
can represent measurement quantities. Examples
include: ruler, diagram marking off distance along a road
with cities at various points, a time table showing hours
throughout the day, or a volume measure on the side of
a container.
Example: At 7:00 Candace wakes up to go to school. It
takes her 8 minutes to shower, 9 minutes to get dressed
and 17 minutes to each breakfast. How many minutes
does she have until the bus comes at 8:00 AM? Use the
number line to help solve problem.
Vocabulary
Liquid volume, elapsed time, money, mass, length,
distance
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
4
CCGPS
MCC4.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.
In third grade, students had to find the area and
perimeter of shapes. They had to also solve real
world problems involving perimeters including
finding the perimeter given the side lengths, find
the unknown side, and create and recognize
rectangles with the same perimeter and different
areas or with the same area and different
perimeters.
Essential Questions:
How do I find the area of a rectangle?
Example/Vocabulary
System Resources
MCC4.MD.3
MCC4.MD.3
The Hands On Standards lessons can also
be used in whole group as introductory
lessons.
Whole Group
A Dinner Party
Fencing Garden
Design a Zoo
Area and Perimeter Lesson (scroll down for
blacklines)
Karl’s Garden Task
Drawing Area and Perimeter
Area and Perimeter Word Probs
More Area/Perimeter Probs
Link to Different Types of Graph Paper
Area and Perimeter Book
Peri Story
Chocolate Covered Candies pg. 28
Perimeter and Area LV pg. 37
Parking Lot pg. 43
While students are expected to use formulas to calculate
area and perimeter of rectangles, they need to
understand and be able to communicate their
understanding of why the formulas work.
The formula for area is l x w and the answer will always be
in square units.
The formula for perimeter can be:
2 l + 2 w or 2 (l + w) (the answer will always be in linear
units).
This standard calls for students to generalize their
understanding of area and perimeter by connecting the
concepts to mathematical formulas. These formulas
should be developed through experience not just
memorization.
Example: Mr. Rutherford is covering the miniature golf
course with an artificial grass. How many 1-foot squares of
carpet will he need to cover the entire course?
How can the formula for the area of plane
figures be used to solve problems?
How do I find perimeter of a rectangle?
How can the formula for the perimeter of plane
figures be used to solve problems?
Vocabulary
Area
Perimeter
Formula
Rectangular
Width
Length
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
Differentiation Activities
Hands On Standards:

Perimeter and Area (lesson 1)
Short Small Group Idea
Writing to Win
Differentiation for Perimeter
Differentiation for Area
Differentiation for Area Combined
Differentiation for Unknown Measure
Differentiation for Prob Solv Area
Indoor Playground pg. 50
Click here for other lessons and
assessments
5
CCGPS
MCC4.MD.4 Make a line plot to display
a data set of measurements in fractions of
a unit (1/2, ¼, 1/8). Solve problems
involving addition and subtraction of
fractions with common denominators 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.
In third grade, students had to measure lengths
on a ruler marked with halves and fourths of an
inch. They then had to show the data on a line
plot with the units marked off as whole
numbers, halves, or quarters.
Essential Questions:
How do I make a line plot to display a
data set?
How can I use a line plot to solve problems
involving addition and subtraction of
fractions?
Example/Vocabulary
MCC4.MD.4
This standard provides a context for students to
work with fractions by measuring objects to an
eighth of an inch. Students are making a line plot of
this data and then adding and subtracting fractions
based on data in the line plot.
Example:
Students measured objects in their desk to the
nearest ½, ¼, or 1/8 inch. They displayed their data
collected on a line plot. How many objects
measured ¼ inch? ½ inch? If you put all the objects
together end to end what would be the total
length of all the objects?
System Resources
MCC4.MD.4
Whole Group
Ants on A Line Plot
Objects in My Desk Line Plot
Short Instructional Activity
Measure Mania (practice measuring
1/2 , ¼, 1/8 of an inch)
Creating Line Plots
Gone Fishing
How Tall Are We
Differentiation Activities
What’s The Story? Pg. 22
Differentiation for Line Plots
Click here for other lessons and
assessments
A line plot shows the “shape” of the data and
provides the foundation for future data concepts,
such as mode and range.
Vocabulary
Data set
Line plot
Nearest ½, ¼, 1/8 inch
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
6
CCGPS
MCC4.G.1 Draw points, lines, line
segments, rays, angles (right, acute,
obtuse), and perpendicular and
parallel lines. Identify these in twodimensional figures.
Example/Vocabulary
System Resources
MCC4.G.1
MCC4.G.1
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Geoboard Line Segments
Angles on Geoboard
Angle Barrier Game
This standard asks students to draw two-dimensional
geometric objects and to also identify them in twodimensional figures. Students do not easily identify lines
and rays because they are so abstract.
This is new learning.
Essential Questions:
How do I draw lines, line segments, rays,
angles, perpendicular lines, parallel lines,
and identify them in two-dimensional
figures?
What Makes A Shape pg. 12
Angle Shape Sort pg. 17
Be An Expert pg. 28
Is This A Right Angle pg. 24
Angle Sort
Body Angles (good intro to angles)
Hunt for Angles, Perpendicular and
Parallel Lines
Example: Draw two different types of quadrilaterals that
have two pairs of parallel sides? Is it possible to have an
acute right triangle? Justify your reasoning using pictures
or words.
Parallel, Perpendicular, Lines Games
Packet
Example: How many acute, obtuse, and right angles are
in this shape?
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
7
See page 6
Continued from page 6
Example: Draw and list the properties of a parallelogram.
Draw and list the properties of a rectangle. How are your
drawings and lists alike or different?
Parallel or Perpendicular Lines:
Students should become familiar with the concept of
parallel and perpendicular lines. Two lines are parallel if
they never intersect and are always equidistant. Two lines
are perpendicular if they intersect in right angles (90
degrees). Students may use transparencies with lines to
arrange two lines in different ways to determine that the 2
lines might intersect in one point or many never intersect.
Continued from page 6
Differentiation Activites
Hands On Standards:

Parallel and Perpendicular
Lines (lesson1)
Writing to Win
Quick Tasks
Differentiation for Lines, Rays, Angles
Differentiation for Parallel and
Perpendicular Lines
Names of Polygons Chart
Click here for other lessons and
assessments
Vocabulary
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
8
CCGPS
MCC4.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.
In third grade, students had to understand
that shapes in different categories
(rhombuses, rectangles, and others) may
share attributes (like having four sides), and
that the shared attributes can define a larger
category (like quadrilaterals). Students had
to recognize rhombuses, rectangles, and
squares as quadrilaterals, and draw
examples of quadrilaterals that don’t belong
in any of these subcategories.
Essential Questions:
How do I classify and identify twodimensional figures according to
attributes of line relationships or angle
size?
What is a right triangle?
Example/Vocabulary
MCC4.G.2
Two dimensional figures may be classified using different
characteristics such as, parallel or perpendicular lines or by
angle measurement.
Example:
System Resources
MCC4.G.2
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Constructing Quadrilaterals
Quadrilateral Criteria
Right Triangles on Geoboard
Quadrilateral Round Up (venn
diagrams) pg. 49
Do you agree with the label on each of the circles in the Venn
Diagram above? Describe why some shapes fall in the
overlapping sections of the circles.
Example:
Draw and name a figure that has two parallel sides and exactly
two right angles.
Example:
For each of the following, sketch an example if it is possible. If it
is possible, say so, and explain why or show a counterexample.

A parallelogram with exactly one right angle.

An isosceles right triangle.

A rectangle that is NOT a parallelogram

Every square is a quadrilateral

Every trapezoid is a parallelogram
Example: Identify which of these shapes have perpendicular or
parallel sides and justify your selection.
Thoughts About Triangles pg. 34
My Many Triangles pg. 42
Properties of Triangles
Marshmallow Angles
Differentiation Activities
Hands On Standards:
 Plane Shapes (lesson 2)
 Identify and Classify
Triangles (lesson 3)
Differentiation for Classifying
Triangles
Differentiation for Classifying
Quadrilaterals
Investigating Quads pg. 57
Quad Pieces
Ring Labels (classifying)
Mystery Rings (enrichment)
Click here for other lessons and
assessments
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
9
Continued from page 8
See page 8
See page 8
Angle Measurement: This expectation is closely connected to
MD5, MD6, (this will come up later in the quarter). Students’
experiences with drawing and identifying right, acute, and
obtuse angles support them in classifying two-dimensional
figures based on specified angle measurements. They use the
benchmark angles of 90°, 180°, and 360° to approximate the
measurement of angles.
Right triangles can be a category for classification. A right
triangle has one right angle. There are different types of right
triangles. An isosceles right triangle has two or more congruent
sides and a scalene right triangle has no congruent sides.
Vocabulary
Right triangles
Scalene triangles
Isosceles triangle
Equilateral Triangle
Congruent
Parallel
Perpendicular
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
10
CCGPS
Example/Vocabulary
MCC4.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.
MCC4.G.3
Students need experiences with figures which are
symmetrical and non-symmetrical. Figures include both
regular and non-regular polygons. Folding cut-out figures
will help students determine whether a figure has one of
more lines of symmetry.
This is new learning.
This standard only includes line symmetry not rotational
symmetry.
Essential Questions:
What is a line of symmetry?
Example: For each figure, draw all of the lines of
symmetry. What pattern do you notice? How many lines
of symmetry do you think there would be for regular
polygons with 9 and 11 sides? Sketch each figure and
check your predictions.
How can I draw a line of symmetry?
Vocabulary
Line symmetry
Symmetric figures
Fold
System Resources
MCC4.G.3
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Super Hero Symmetry pg. 65
Line Symmetry pg. 70
Decoding ABC Symmetry
Symmetry on Geoboards
Symmetry in Shapes
Symmetry in Regular Polygons
Symmetry with Coin Designs
Quilt Symmetry pg. 79
Decoding ABC Symmetry pg.84
Differentiation Activities
Hands On Standards:
 Line Symmetry (lesson 4)
 Symmetrical Figures
(lesson 5)
Creating Lines of Symmetry
Sheet
Writing to Win
Geometry Town pg. 89
Lines of Symmetry for Circles
Lines of Symmetry for Triangles
Lines of Symmetry for Quads
Differentiation for Symmetry
Differentiation for Drawing Lines
of Symmetry
Click here for other lessons and
assessments
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
11
CCGPS
MCC4.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 onedegree angles is said to have an angle
measure of n degrees.
This is new learning.
Essential Questions:
How are a circle and an angle related?
How can I explain the concept of angle
measurement?
Example/Vocabulary
MCC4.MD.5
This standard brings up a connection between angles
and circular measurement (360 degrees).
The diagram below will help students understand that an
angle measurement is not related to an area since the
area between the 2 rays is different for both circles yet
the angle measure is the same.
System Resources
MCC4.MD.5
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Which Wedge is Right? Pg. 124
Angles In Your Name
Angle Tangle pg. 132
Watch this video that explains
the standard.
Finding Angles in Pizza
This standard calls for students to explore an angle as a
series of “one-degree turns”.
A water sprinkler rotates one-degree at each interval. If
the sprinkler rotates a total of 100 degrees, how many
one-degree turns has the sprinkler made?
Watch this Youtube Video! (It will clear up all misunderstandings
Differentiation Activities
Hands On Standards:
 Understanding Angles
(lesson 2)
Differentiation for Beginning
Angles in a Circle
of MD.5, 6, 7)
Differentiation for Degrees
Vocabulary
Angle, circle, rays, common endpoint, intersect, onedegree angle, degrees, angle measurement.
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
Journal Prompt
Click here for other lessons and
assessments
12
CCGPS
MCC4.MD.6 Measure angles in
whole-number degrees using a
protractor. Sketch angles of specified
measure.
This is new learning.
Essential Questions:
How do I measure an angle using a
protractor?
Example/Vocabulary
MCC4.MD.6
Before students begin measuring angles with protractors, they
need to have some experience with benchmark angles. They
transfer their understanding that a 360° rotation about a point
makes a complete circle to recognize and sketch angles that
measure approximately 90° and 180°. They extend this
understanding and recognize and sketch angles that measure
approximately 45° and 30°. They use appropriate terminology
(acute, right, and obtuse) to describe angles and rays
(perpendicular).
How do I sketch an angle?
Students should be able to recognize
benchmark angles:
90 degree angle= 1⁄4 of a circle
180 degree angle = 1⁄2 of a circle
270 degree angle = 3⁄4 of a circle
360 degrees = full circle
A protractor is a tool marked off in intervals of 0 to 180 degrees
and is used to measure the size of an angle. A Protractor has
two scales, each of which starts at zero degrees. One scale is
read clockwise and the other is read counterclockwise. When
measuring, students see that hey can choose the scale that
makes sense for the angle positioning.
While students use the protractor to measure or draw angles,
encourage them to use reasoning to decide if an angle
measure makes sense. They use their knowledge of acute,
obtuse, right, and straight angles to decide on the
reasonableness of angles measures.
Vocabulary
Protractor, rays, perpendicular, degrees, measure, acute,
right, straight, obtuse, angles, inner scale, outer scale
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
System Resources
MCC4.MD.5
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Learn How to Use Protractor
(super intro lesson)
Angle Powerpoint
Angles in Quadrilaterals
Angles in Triangles
Predicting & Measuring Angles
Guess My Angle Game pg. 149
Measuring An Angle
Build An Angle Ruler pg. 140
Sending the Right Signal
Differentiation Activities
Hands On Standards:
 Measure and Classify
Angles (lesson 3)
Differentiation for Measuring
and Drawing Angles
Angle Barrier Game
Turn Turn Turn pg. 157
Writing to Win
Click here for other lessons and
assessments
13
CCGPS
MCC4.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 or letter for the unknown angle
measure.
This is new learning.
Essential Questions:
How can angle measures be additive?
How do I solve addition and subtraction
problems to find unknown angle
measurement?
Example/Vocabulary
MCC4.MD.7
This standard addresses the idea of decomposing (breaking
apart) an angle into smaller parts.
System Resources
MCC4.MD.7
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Unknown Angle Word Probs
How Many Degrees
Angles in a Right Triangle
Example: A lawn water sprinkler rotates 65° and then pauses. It
then rotates an additional 25°. What is the total degree of the
water sprinkler rotation? To cover a full 360° how many times will
the water sprinkler need to be moved?
If the water sprinkler rotates a total of 25° then pauses, how
many 25° degree cycles will it go through for the rotation to
reach at least 90°?
Small Tasks to do with this
standard
Example: If the two rays are perpendicular, what is the value of
m?
Water Sprinklers
Example: Joey knows that when a clock’s hands are exactly on
12 and 1, the angle formed by the clock’s hands measures 30°.
What is the measure of the angle formed when a clock’s hands
are exactly on the 12 and the 4?
The primary concept is solving problems with adjacent angles.
Non-overlapping
Unknown
Diagram
Decompose
Additive
MCC4.MD.7 Vocabulary
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
Finding An Unknown Angle Task
Angles in Shapes
Summing It UP pg. 162
Differentiation Activities
Hands On Standards:
 Tessellation Angles
(lesson 4)
Pattern Block Angles
Differentiation for Joining and
Separating Angles
Differentiation for Prob Solving
Click here for other lessons and
assessments
14
CCGPS
MCC4.MD.8 Recognize area as
additive. Find areas of rectilinear figures
by decomposing them into nonoverlapping rectangles and adding the
areas of the non-overlapping parts,
applying this technique to solve real
world problems.
Example/Vocabulary
MCC4.MD.8
This standard uses the word rectilinear. A rectilinear figure
is a polygon that has all right angles.
System Resources
MCC4.MD.8
The Hands On Standards lessons can
also be used in whole group as
introductory lessons.
Whole Group
Find Area of Rectilinear Shapes
Area of Rectilinear Shapes
Area of Irregular Figures
Design A Flower Bed
Rectilinear Area Poster
Square Count Shortcut
Students in 3rd grade learned how to find the
area of a rectangle using tiling, the formula,
and the distributive property.
Differentiation Activities
Essential Questions:
Differentiation for Area of
Combining Rectangles
How do I find the area of a rectilinear
figure?
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
15
Example:
A storage shed is pictured below. What is the total area?
How could the figure be decomposed to help find the
area?
Example:
Students can decompose a rectilinear figure into
different rectangles. They find the area of the figure by
adding the areas of each of the rectangles together.
Vocabulary
Area, additive, rectilinear, decompose, non-overlapping
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
16
Ongoing Standards for Mathematical Practice
1. Make sense of problems and
persevere in solving them.
Mathematically proficient students in grade 4 know that doing mathematics involves solving
problems and discussing how they solved them. Students explain to themselves the meaning of a
problem and look for ways to solve it. Fourth graders may use concrete objects or pictures to help
them conceptualize and solve problems. They may check their thinking by asking themselves,
“Does this make sense?” They listen to the strategies of others and will try different approaches.
They often will use another method to check their answers.
2. Reason abstractly and quantitatively.
Mathematically proficient fourth graders should recognize that a number represents a specific
quantity. They connect the quantity to written symbols and create a logical representation of the
problem at hand, considering both the appropriate units involved and the meaning of quantities.
They extend this understanding from whole numbers to their work with fractions and decimals.
Students write simple expressions, record calculations with numbers, and represent or round
numbers using place value concepts.
3. Construct viable arguments and
critique the reasoning of others.
In fourth grade mathematically proficient students may construct arguments using concrete
referents, such as objects, pictures, and drawings. They explain their thinking and make
connections between models and equations. They refine their mathematical communication skills
as they participate in mathematical discussions involving questions like “How did you get that?”
and “Why is that true?” They explain their thinking to others and respond to others’ thinking.
4. Model with mathematics.
5. Use appropriate tools strategically.
Mathematically proficient fourth grade students experiment with representing problem situations
in multiple ways including numbers, words (mathematical language), drawing pictures, using
objects, making a chart, list, or graph, creating equations, etc. Students need opportunities to
connect the different representations and explain the connections. They should be able to use all
of these representations as needed. Fourth graders should evaluate their results in the context of
the situation and reflect on whether the results make sense.
Mathematically proficient fourth graders consider the available tools (including estimation) when
solving a mathematical problem and decide when certain tools might be helpful. For instance, they
may use graph paper or a number line to represent and compare decimals and protractors to
measure angles. They use other measurement tools to understand the relative size of units within
a system and express measurements given in larger units in terms of smaller units.
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
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Ongoing Standards for Mathematical Practice
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.
As fourth graders develop their mathematical communication skills, they try to use clear and precise
language in their discussions with others and in their own reasoning. They are careful about
specifying units of measure and state the meaning of the symbols they choose. For instance, they
use appropriate labels when creating a line plot.
In fourth grade mathematically proficient students look closely to discover a pattern or structure.
For instance, students use properties of operations to explain calculations (partial products model).
They relate representations of counting problems such as tree diagrams and arrays to the
multiplication principal of counting. They generate number or shape patterns that follow a given
rule.
Students in fourth grade should notice repetitive actions in computation to make generalizations
Students use models to explain calculations and understand how algorithms work. They also use
models to examine patterns and generate their own algorithms. For example, students use visual
fraction models to write equivalent fractions.
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
18
Standard
MCC4. G.1 and G.2
MD.5, 6, 7
MD.1
MD.4
Additional Resources for Professional Development
Article – Naming Shapes
Article – Teaching About Quadrilaterals
Video – Great video on how to teach these standards (You tube so watch at home)
Video – Another great video on how to teach MD.5 (You tube so watch at home)
Video – Scroll down to Geometry Section and Click on Angles
Article – Angles Again
Article – Teaching Angles
Video – Scroll down to Measurement Section and click on “Converting Units”
Video – Line Plots
Troup County Schools 2014
4th Grade Math
CCGPS Curriculum Map
Third Quarter
19