Curriculum Map: 4th Grade March/April
Fourth Grade
March/April
ELA
Interpret information presented through charts, graphs, timelines, or websites.
Explain how visual or graphic information helps me understand the text around it.
Effectively participate in a conversation with my peers.
Synthesize information from multiple sources to help deepen expertise on a topic.
Math
Developing Fluency: Dividing by 1-Digit Numbers
Extending Fraction Concepts
Adding and Subtracting Fractions
Social Studies
The Civil War
Life Changes in New York
Science
Sun
Moon
Planet
Environmental Factors
Why was slavery common in New York?
How did New Yorkers help win the Civil War?
What are the interacting parts of the solar system?
Why do planets orbit the sun?
Whay do stars appear to move across the night sky?
What are the environmental factors that define environments?
How do plants and animals get the things they need to survive?
How do I synthesize information from multiple sources to deepen understanding?
How can I draft an historical fiction narriative using evidence from informational text?
How can I effectively participate in a conversation with my peers?
How can repeated subtraction be used to model division?
What is the standard procedure for dividing multi-digit numbers?
How does familiarty with factors and multiples support our understanding of fractions?
How can fractions be compared and ordered?
| SS.4.3.b.2 Student will investigate colonial life under the Dutch and the English, examining the diverse origins of the people living in the colony. |
| SS.4.3.b.3 Students will examine the colonial experience of African Americans, comparing and contrasting life under the Dutch and under the British. |
| SS.4.5.a There were slaves in New York State. People worked to fight against slavery and for change. |
| SS.4.5.c The United States became divided over several issues including slavery resulting in the Civil War. New York State supported the Union and played an important role in this war. |
| MST1.E.Introduction Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Elementary Science Core Curriculum a student-centered, problem-solving approach to intermediate science. The following is an expanded version of the skills found in Standards 1, 2, 6, and 7 of the Learning Standards for Mathematics, Science, and Technology. This list is not intended to be an all-inclusive list of the content or skills that teachers are expected to incorporate into their curriculum. It should be a goal of the instructor to encourage science process skills that will provide students with background and curiosity sufficient to prompt investigation of important issues in the world around them. Note: the use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in paranthesis denote further definition of the word(s) preceding the item and are testable |
| RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| 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.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.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. |
| 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.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.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. |
| 4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. |
| 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.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. |
There are no standards currently aligned to this resource.
Lesson 22
effortless
exhibition
native
coast
prowess
dissuade
bliss
diminutive
Lesson 23
banish
decree
desert
spare
commend
ruthless
serene
covert
Lesson 24
sulk
jeer
consideration
probable
fumble
pretentious
obscure
assert
Science- FOSS
Embedded Assessment -(notebook entry) Response to Focus Question
Investigation 3: I-check
Embedded Assessment -(notebook entry) Response to Focus Question
Investigation 4: I-check
Embedded Assessment -(notebook entry) Response to Focus Question
Investegation 1: I-check
Vocabulary Assessment
Lesson 22
Lesson 23
Lesson 24
Lesson 21-24
ELA
Module 2A Unit 3 Mid Unit Assessment
Module 2A Unit 3 End of Unit Assessment
Math
Math Topic 9 Assessment
Math Topic 10 Assessment
Math Topic 11 Assessment
Math Topic 12 Assessment
Math Fluency Drills
Envisions Math
IXL
Science
Vocabulary
Steck Vaugh - Elements of Reading: Vocabulary
