Greenwich Public Schools Mathematics Curriculum Objectives. Grade 4

Transcription

1 Mathematics Curriculum Objectives Grade 4 June 30, 2006

2 Content Strand 1: Number Sense Enduring Understanding: Students understand that a variety of numerical representations can be used to describe quantitive relationships. Students use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities. Essential Question: How are quantitive relationships represented by numbers? Cluster: Place Value 4.01 Use place value models (, draw diagrams and delete) to show equivalent representations for 2 -, 3- and 4 -digit numbers in expanded and regrouped forms. (CFW) 4.02 Identify order, round and compare 2-, 3- and 4-digit whole numbers to10, 000. (CFW) (CMT) 4.03 Read, write, represent, identify, compare using symbols >, <, =, and order whole numbers, fractions, and decimals expressed through hundredths. (CMT) 4.04 Identify, model, and compare rational numbers (fractions and mixed numbers) using concrete objects and pictures. (CMT) 4.05 Write tenths and hundredths in decimal and fraction notations and identify fraction and decimal equivalents for each one. Cluster: Whole Number Computation 4.06 Estimate to determine reasonableness of solution when add /subtract 3- and 4-digit numbers with and without regrouping. (CMT) 4.07 Develop, use and explain, orally and in writing, a variety of estimation strategies in problem-solving situations involving whole number, fractions, simple ratios, decimals and money amounts less than $ (CMT) 4.08 Master multiplication and division through 10, including finding missing factor. (CMT) 4.09 Estimate and find the quotient of two whole numbers given a one-digit divisor. (CMT) 4.10 Recognize contexts in which an estimate, as distinct from an exact answer, is appropriate and sufficient. (CFW) 4.11 Estimate to determine reasonableness and find the product of two whole numbers when one factor has two digits or fewer, and the other factor has three digits or fewer Write numeric expressions in equivalent form using the commutative and associative properties. (CMT) 4.13 Find multiples and factors of whole numbers. 1

3 Cluster: Fractions and Decimals 4.14 Identify prime and composite numbers and use arrays to find factors of a given number. (CFW) 4.15 Express a division problem as a fraction and describe the relationship between the divisor and the remainder written as a fraction. (CFW) 4.16 Estimate locations and label fractions and decimals on number lines, rulers and scales. (CFW) 4.17 Add and subtract fractions with like denominators and decimals through the hundredths. (CMT) 4.18 Use estimation to show reasonable answers when adding, subtracting, decimals, fractions and mixed numbers. (CFW) 4.19 Identify equivalent fractions and simple conversions to equivalent decimals Write number sentences and solve word problems involving decimals, fractions, and mixed numbers. (CFW) Content Strand 2: Measurement Enduring Understandings: Student should develop and apply units, systems formulas and appropriate tools to estimate and measure. Students develop and apply units, systems formulas and appropriate tools to estimate and measure. Essential Question: How can accurate measurements help us to solve problems and make sense of our world? Cluster: Time 4.21 Determine elapsed time using clocks including minutes and hours, and calendars. (CMT) 4.22 Solve problems involving conversions of measures of time. (CMT) Cluster: Units of Measure 4.23 Identify the appropriate tools and units of measure to solve a problem. (CMT) 4.24 Measure and draw lengths to nearest inch, ½ inch or centimeter. (CMT) 4.25 Measure and compare length using a measuring tool, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, 1/8), inches, feet, yards, millimeters, centimeters, and meters Convert measures within of U.S. Customary system and the metric system. (CMT) 4.27 Solve problems that involve estimation and measurement of length, perimeter, area, volume, capacity, weight and temperature. (CFW) 2

4 Cluster: Money 4.28 Add/subtract money amounts less than $10.00 with and without regrouping. (CMT) 4.29 Solve problems involving real world situations of buying and selling. Content Strand 3: Geometry Enduring Understandings: Students develop and apply units, systems, formulas and appropriate tools to estimate and measure. Students use properties and characteristics of two-and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems. Students use spatial reasoning, location and geometric relationships to solve problems. Essential Question: How do geometric relationships help us to solve problems and make sense of our world? Cluster: Area, Perimeter and Volume 4.30 Develop and use formulas to solve problems involving perimeter and area Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m 2), square inch, or square mile (mi 2 ). Cluster: Shapes and their Properties 4.32 Analyze and define classes of 2- and 3-D figures including sides, angles, vertices, edges, faces, and lines of symmetry. (CMT) 4.33 Identify and describe transformations: translations (slides), reflections (flips), and rotations (turns). (CMT) 4.34 Investigate and describe the relationships between and among points, lines, line segments, and rays. Cluster: Angles 4.35 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle) Use a protractor to measure and construct acute, right and obtuse angles Describe relative positions of points and lines with respect to parallelism and perpendicularity. 3

5 Cluster: Coordinate Grids 4.38 Identify the horizontal number line (x- axis) and the vertical number line (y-axis) on a coordinate plane Identify and graph the ordered pair for a point in the first quadrant of a coordinate plane. (CMT) Content Strand 4: Data Enduring Understandings: Students should collect, organize and display data using appropriate statistical and graphical methods. Students should understand and apply basic concepts of probability. Essential Question: How can collecting, organizing and displaying data help us analyze information and make reasonable predictions and informed decision? Cluster: Tables, Charts and Graphs 4.40 Formulate survey questions and systematically collect data Collects, sort, and organize data using a wide variety of charts, graphs, pictures, and Venn diagrams Display appropriate data in line graphs, bar graphs, pictographs, circle graphs and spreadsheets Form conclusions, identify patterns, trends and make predictions based on data. (CFW) (CMT) Cluster: Statistics and Probability 4.44 Explore a variety of ways to collect, organize, record, analyze and interpret data, identify patterns and trends. Form and defend conclusions and make predictions, based on data Use the range, mode, median and mean to describe features of a data set Predict the probability of a given simple event, using the terms: certain, likely, unlikely, impossible, and test the prediction. (CMT) 4.47 Represent probabilities as ratios, proportions and decimals between 0 (impossible) and 1(always) List all possible outcomes of a given situation or event. 4

6 Content Strand 5: Algebra Essential Question: How do patterns and functions help us describe data and physical phenomena and solve a verity of problems? Enduring Understanding: Students should understand and describe patterns and functional relationships. Cluster: Patterns and Functions 4.49 Analyze the structure of number and geometric patterns, and make predictions and justify conclusions based on data from tables, graphs and charts. (CMT) 4.50 Sort and classify a set of objects into a given number of sets and explain the rule for sorting. (CMT) 4.51 Use equations to describe the rule for a number pattern and to model the solution to word problems. (CFW) 4.52 Use a variable as an unknown quantity in simple equations. (CFW) 5