Curriculum Map: 4th Grade May/June
Fourth Grade
May/June
ELA
I can interpret information presented through charts, graphs, timelines, or websites.
I can explain how visual or graphic information helps me understand the text around it.
I can effectively participate in a conversation with my peers.
Math
Measurement Units and Conversions
Social Studies
Life Changes in New York
Coming to the United States
Science
Ecosystems
Variation and Selection
Why did New York become a center of business after the Civil War?
What was life like for immigrants in New York?
How did growth, industries and cities change New York?
Why do ecosystems change?
How do organisms depend on one another?
How can I can find the meanings of unfamiliar words to help me better understand a scientific text?
How can I categorize pictures based on details from the text?
How do readers and writers form and support opinions?
How is decimal numeration related to whole number numeration?
How can decimals be compared and ordered?
How are fractions and decimals related?
What are customary and metric units for measuring length/capacity, and weight/mass, and how are they related?
How can area and perimeter formulas be applied in problem solving?
How can line plots be used to display data?
What strategies can be used to support problem solving?
How can we draw and identify lines and angles and classify shapes?
| SS.4.6.f Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow. |
| SS.4.7 IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development. |
| SS.4.7.a.3 Students will investigate factory conditions experienced by immigrants by examining sweatshops, the Triangle Shirtwaist Fire, the use child labor, and the formation of labor unions. |
| 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 |
| SL.4.1 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 their own clearly. |
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.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |
| 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. |
| 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. |
| 4.NF.7 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. |
| 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 twocolumn table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... |
| 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. 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. |
| 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. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. |
| 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: |
| 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. |
unit fraction
decimal point
hundreth
tenth
inch
foot
yard
mile
capacity
weight
ounce
pound
ton
millimeter
centimeter
decimeter
meter
kilometer
milliliter
liter
mass
gram
kilogram
Science- FOSS
Embedded Assessment -(notebook entry) Response to Focus Question
Investigation 2: I-check
Embedded Assessment -(notebook entry) Response to Focus Question
Investigation 3: I-check
Embedded Assesment -9notebook entry) Response to Focus Question
Investegation 4: I-check
Vocabulary Assessment
ELA
Module 3A Unit 1 Mid Unit Assessmenrt
Module 3A Unit 1 End of Unit Assessment
Module 3A Unit 2 Mid Unit Assessment
Module 3A Unit 2 End of Unit Assessment
Math
Math Topic 13 Assessment
Math Topic 14 Assessment
Math Topic 16 Assessment
Math Fluency Drills
Envisions Math
IXL
Science
Vocabulary
Steck Vaugh - Elements of Reading: Vocabulary
