Teacher: Mr. Chau

Grade:

4

Skinner School Curriculum Plan Subject: Math

Marking Period: 1

State Goals: 6- Number Sense, 7- Measurement, 8- Algebra, 9- Geometry Special Projects: IL State Benchmark

Assessment Frameworks

Learning Standard/Objective

Resources

Assessments

6A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.

6.4.01 Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 1,000,000 6.5.01 Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 100,000,000. 6.4.05 Order and compare whole numbers up to 100,000 6.4.16 Make estimates appropriate to a given situation with whole numbers. 6.5.05 Read, write, recognize, and model decimals and their place values through thousandths. 6.4.11 Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change. 8.4.04 Identify or represent situations with well–defined patterns using words, tables, and graphs (e.g., represent temperature and time in a line graph).

New Vocabulary: standard form, period, expanded form, word form, tenth, hundredth, and decimal point

Topic 1

Placement Test

Center Activities

Basic-Facts Timed Tests

Students will apply their knowledge of place value to compare and order whole numbers

Vocabulary Cards

7A. Measure and compare quantities using appropriate units, instruments and methods. 8A. Describe numerical relationships using variables and patterns.

Identify place value for each digit in numbers Students will make representations for numbers Students will write numbers in standard, expanded, and word form Students will show how to use place value to round whole numbers Students will use place value charts to read, write, and compare decimals in tenths and hundredths using money. Students will convert a collection of coins and bills into a total amount and make change Problem Solving: Students will systematically find and record all possible outcomes for a situation Project: Students will use the internet to look up the population for five cities and create a chart to order the cities from greatest to least population

Home-School Connection Lesson Masters Assessments

Topic 1 Test Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 8C. Solve problems using systems of numbers and their properties. 6C. Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers. 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 8B. Interpret and describe numerical relationships using tables, graphs and symbols.

6.4.14 Solve problems involving the commutative and distributive properties of operations on whole numbers [e.g., 8 + 7 = 7 + 8, 27 × 5 = (20×5) + (7×5)]. 6.4.16 Make estimates appropriate to a given situation with whole numbers. 8.4.05 Translate between different representations (table, written, or pictorial) of whole number relationships. 6.4.10 Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three–digit by one–digit). 8.4.06 Represent simple mathematical relationships with number sentences (equations and inequalities).

New Vocabulary: breaking apart, compensation, counting on, Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition, and Inverse operations Students will apply a variety of methods to add and subtract whole numbers mentally. Students will round whole numbers to estimate sums and differences. Problem Solving: Students will identify what information in a problem is not needed or not present. Students will add numbers to hundred thousands with and without regrouping. Students will subtract numbers to thousands with and without regrouping. Students will subtract numbers with zeros to thousands. Problem Solving: Students will use a picture or diagram to translate an everyday situation into a number sentence. Project: Students will create a map of the US and Mexico. They will use the internet to research distances then plot them on the map. Students will calculate the differences between varying distances

Topic 2

Topic 2 Test

Center Activities Vocabulary Cards

Performance Assessment/Short Response

Home-School Connection

Extended Response Exercises

Lesson Masters

Checkpoint Quizzes

Assessments

Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 8C. Solve problems using systems of numbers and their properties.

6.4.04 Represent multiplication as repeated addition 6.4.09 Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than). 6.4.14 Solve problems involving the commutative and distributive properties of operations on whole numbers [e.g., 8 + 7 = 7 + 8, 27 × 5 = (20×5) + (7×5)]. 6.4.12 Model and apply basic multiplication and division facts (up to 12×12), and apply them to related multiples of 10 (e.g., 3×9=27, 30×9=270, 6÷3=2, 600÷3=200). 8.4.06 Represent simple mathematical relationships with number sentences (equations and inequalities

New Vocabulary: array, product, factors, multiple, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, and Distributive Property Students will recognize multiplication as repeated addition of equal groups, used in arrays and comparisons. Students will use patterns to find products with factors of 2, 5, and 9. Students will use multiplication properties to simplify computations. Students will use the Distributive Property to simplify multiplication problems by rewriting one of the factors as a sum of two numbers. Students will use the Distributive Property and other regrouping properties to simplify multiplication involving 6’s, 7’s, and 8’s by rewriting one of the factors. Students will use patterns as aids to mastery of facts and multiples of 10, 11, and 12. Problem Solving: Students will draw pictures to problem solve multiplication situations and use their pictures to write number sentences. Project: Students will create a multiplication book to demonstrate knowledge of arrays and multiplication strategies. They will create multiplication stories with information they researched.

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Home-School Connection

Extended Response Exercises

Lesson Masters

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Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 9A. Demonstrate and apply geometric concepts involving points, lines, planes and space. 7A. Measure and compare quantities using appropriate units, instruments and methods. 8A. Describe numerical relation ships using variables and patterns

9.4.07 Identify and sketch parallel and perpendicular lines 9.4.08 Identify and sketch right angles. 9.4.01 Identify, describe, and sketch two–dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and right angles

New Vocabulary: point, line, plane, parallel lines, intersecting lines, perpendicular lines, line segment, ray, angle, right angle, acute angle, obtuse angle, straight angle, degree, protractor, polygon, side, vertex, triangle, quadrilateral, pentagon, hexagon, octagon, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, rhombus, trapezoid, parallelogram, rectangle, square, plane figure. Students will identify and describe points, lines, and planes. Students will learn geometric terms to describe parts of lines and types of angles. Students will be able to measure and draw angles. Students will learn to identify polygons. Students will learn to identify and classify triangles. Students will learn to identify quadrilaterals. Problem Solving: Students will solve problems by making and testing generalizations. Project: Students will find and draw major US highways that form solid figures

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Performance Assessment/Short Response

Home-School Connection

Extended Response Exercises

Lesson Masters

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Assessments

Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 7A. Measure and compare quantities using appropriate units, instruments and methods. 7B. Estimate measurements and determine acceptable levels of accuracy. 7C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings.

7.4.04 Compare and estimate length (including perimeter), area, volume, and weight/mass using referents 7.4.06 Solve problems involving unit conversions within the same measurement system for time, length, and weight/mass 7.4.01Solve problems involving elapsed time in compound units (e.g., 1 hour and 40 minutes) that occur in the same half day (a.m. only or p.m. only). 7.4.02 Select and use appropriate standard units and tools to measure length (to the nearest ½ inch or ½ cm), time, and temperature. 6.4.15 Use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences and solve problems (e.g., 4×3=12, 12÷3=__).

New Vocabulary: foot, yard, mile, inch, capacity, weight, ounce, pound, ton, millimeter, centimeter, decimeter, kilometer, meter, milliliter, liter, mass, gram, kilogram, elapsed time, degrees Fahrenheit, degrees Celsius Students will estimate and measure length by choosing the most appropriate unit of length. Students will estimate fluently with customary capacity units (cups, pints, quarts, and gallons). They will compare the relative sizes of capacity measurements. Students will estimate fluently and measure with units of weight. Students will be able to convert between customary units. Students will estimate and measure length to the nearest centimeter, and choose the most appropriate metric unit for measuring length. Students will estimate fluently with milliliters and liters. They will measure capacity using these metric units. Students will estimate and measure with units of mass-grams and kilograms. Students will be able to convert between metric units. Students will compare several different units of time and freely convert from one unit of time to another. Students will find the difference in time using a beginning and end time.

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Home-School Connection

Extended Response Exercises

Lesson Masters

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Project: Critical Thinking

Skinner School Curriculum Plan They will use elapsed time to find a beginning and an end time. Students will measure temperature in degrees Fahrenheit or degrees Celsius. Problem Solving: Students will solve problems that require finding the original times, measurements, or quantities that led to a result that is given. Project: Design four types of popcorn bags using volume in cubic inches, and capacity.

Teacher: Mr. Chau

Grade:

4

Skinner School Curriculum Plan Subject: Math

Marking Period: 2

State Goals: 6- Number Sense, 7- Measurement, 8- Algebra, 9- Geometry IL State Benchmark

Assessment Frameworks

Learning Standard

Resources

Assessments

6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.

6.4.12 Model and apply basic multiplication and division facts (up to 12×12), and apply them to related multiples of 10 (e.g., 3×9=27, 30×9=270, 6÷3=2, 600÷3=200) 6.4.15 Use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences and solve problems (e.g., 4×3=12, 12÷3=__). 8.4.06 Represent simple mathematical relationships with number sentences (equations and inequalities).

New Vocabulary: dividend, divisor, quotient, fact family

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Topic 4 Test

Center Activities

Basic-Facts Timed Tests

6C. Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers. 8C. Solve problems using systems of numbers and their properties.

Students will use and draw models to solve division problems. Students will use arrays to write and complete multiplication and division fact families Students will use multiplication facts with 0 and 1 to learn about special division rules with 0 and 1. Students will identify multiplication facts related to division facts in order to solve division problems. Problem Solving: Students will draw pictures and write related number sentences to solve problems. Project: Students will compute multiplication problems to represent a vote count for the class’s favorite coin design. They will present their findings to the class.

Vocabulary Cards Home-School Connection Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships 6C. Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers. 8D. Use algebraic concepts and procedures to represent and solve problems.

6.4.12 Model and apply basic multiplication and division facts (up to 12×12), and apply them to related multiples of 10 (e.g., 3×9=27, 30×9=270, 6÷3=2, 600÷3=200). 6.4.14 Solve problems involving the commutative and distributive properties of operations on whole numbers [e.g., 8 + 7 = 7 + 8, 27 × 5 = (20×5) + (7×5)]. 6.4.10 Solve problems involving the commutative and distributive properties of operations on whole numbers [e.g., 8 + 7 = 7 + 8, 27 × 5 = (20×5) + (7×5)]. 8.4.06 Represent simple mathematical relationships with number sentences (equations and inequalities).

New Vocabulary: Compatible numbers

Topic 5 Text

Topic 5 Test

Students will use basic multiplication facts and number patterns to multiply by multiples of 10 and 100.

Center Activities

Basic-Facts Timed Tests

Students will use compatible numbers with adjustment, breaking apart, and other strategies to multiply numbers.

Home-School Connection

Students will use compatible numbers and rounding to estimate solutions to multiplication problems. Problem Solving: Students will check for reasonableness by making sure their calculations answer the questions asked and by using estimation to make sure the calculation was performed correctly. Students will record multiplication using an expanded algorithm. Students will multiply 2-digit numbers by 1-digit numbers using paper and pencil methods Students will use the standard algorithm to multiply 3-digit numbers by 1-digit numbers. Problem Solving: Students will solve problems using the problem solving strategies Draw a Picture and Write and Equation Project: Research national park fees and calculate costs. Students will find the number of calories burned per hour doing a variety of activities. Students will display all of their findings in tables.

Vocabulary Cards

Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 8A. Describe numerical relation ships using variables and patterns. 8B. Interpret and describe numerical relationships using tables, graphs and symbols. 8C. Solve problems using systems of numbers and their properties.

8.4.03 Evaluate algebraic expressions with a whole number variable value (e.g., evaluate 3 + m when m = 4). 8.4.02 Write an expression using letters or symbols to represent an unknown quantity. 8.4.08 Solve word problems involving unknown quantities.

New Vocabulary: variable and algebraic expression Students will understand how to work with variables in a table. Students will study completed tables to determine a rule and write an expression

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Basic-Facts Timed Tests

Vocabulary Cards Home-School Connection Lesson Masters

Problem Solving; Students will solve problems by using objects to show the action Math Project: Students will use computations to acquire information after performing research. They will determine a rule and display their findings on a table.

Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 7B. Estimate measurements and determine acceptable levels of accuracy. 7C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. 8B. Interpret and describe numerical relationships using tables, graphs and symbols. 8A. Describe numerical relation ships using variables and patterns.

7.4.03 Solve problems involving the perimeter of a polygon with given side lengths and the area of a square, rectangle, or irregular shape composed of rectangles using diagrams, models, and grids or by measuring (may include sketching a figure from its description). 7.5.03 Solve problems involving the perimeter and area of a triangle, rectangle, or irregular shape using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 8.4.05 Translate between different representations (table, written, or pictorial) of whole number relationships.

New Vocabulary: area and perimeter

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Topic 14 Test

Students will measure the area of a figure by counting the number of square units that cover a region

Center Activities

Basic-Facts Timed Tests

Students will find the area of rectangles by counting square units or by using a formula

Home-School Connection

Vocabulary Cards

Lesson Masters Students will find the area of irregular shapes Students will use the formula for the area of a rectangle in order to find a formula for the area of a parallelogram. Students will use the relationship between triangles and parallelograms to find the area of triangles Students will find the perimeter of a polygon by adding the lengths of the sides or by using the formula Students will compare different rectangles with the same perimeter to discover the change in area. Students will compare different rectangles with the same area to discover the change in perimeter. Problem Solving: Students will break a problem into smaller, more manageable pieces and find a pattern to fit. Project: Students will find a map of Illinois and will approximate the perimeter and area using cm grid paper.

Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 9B. Identify, describe, classify and compare relationships using points, lines, planes and solids. 7C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. 8A. Describe numerical relation ships using variables and patterns.

9.4.02 Identify and describe three–dimensional shapes (cubes, spheres, cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). 9.4.10 Identify a three– dimensional object from its net. 9.4.09 Identify the two– dimensional components of a three–dimensional object. 7.4.05 Determine the volume of a solid figure that shows cubic units. 8.4.01 Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence).

New Vocabulary: solid figure, sphere, cylinder, cone, net, face, vertex, edge, rectangular prism, cube, triangular prism, rectangular pyramid, square pyramid, volume

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Center Activities

Basic-Facts Timed Tests

Students will learn to describe and classify solids

Home-School Connection

Students will use a two-dimensional shape to represent a three-dimensional object

Lesson Masters

Students will interpret views of solids as seen from different perspectives. Students will measure the volume of a solid either by counting cubic units or by using a formula Problem solving: Students will recognize patterns and be able to continue the pattern. Project: Students will research a favorite world monument/structure and create a net and model to represent it.

Vocabulary Cards

Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan Teacher: Mr. Chau /

Grade:

4

Subject: Math

Marking Period: 3

State Goals: 6- Number Sense, 8- Algebra, 9- Geometry, 10- Data Analysis, Statistics, and Probability Special Projects: IL State Benchmark

Assessment Frameworks

6C. Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers.

6.4.12 Model and apply basic multiplication and division facts (up to 12×12), and apply them to related multiples of 10 (e.g., 3×9=27, 30×9=270, 6÷3=2, 600÷3=200). 6.4.16 Make estimates appropriate to a given situation with whole numbers. 8.4.05 Translate between different representations (table, written, or pictorial) of whole number relationships. 6.4.10 Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three–digit by one–digit).

6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 8B. Interpret and describe numerical relationships using tables graphs and symbols.

Learning Standard New Vocabulary: array, compatible numbers, estimate, multiple, partial products, and rounding Students will discover and understand patterns used to multiply by 10 and 100. They will use these patterns to solve problems involving multiples of 10 and 100. Students will use rounding and compatible numbers to estimate solutions to multiplication problems. Students will use arrays and expanded algorithms to multiply two-digit numbers by two-digit numbers to find the product. Students will use grids and patterns to multiply 2-digit numbers and multiples of 10. Students will use partial products to multiply two-digit numbers by twodigit numbers and find the products. Students will learn to multiply greater numbers. Problem Solving: Students will solve two-question problems. Special Project: Students use technology to research the cost of a train ride using a schedule. They will make calculations and a model, based on their research.

Resources

Assessments

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Basic-Facts Timed Tests

Vocabulary Cards Home-School Connection Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 6C. Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers. 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 6A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 8C. Solve problems using systems of numbers and their properties. 8B. Interpret and describe numerical relationships using tables graphs and symbols.

6.4.12 Model and apply basic multiplication and division facts (up to 12×12), and apply them to related multiples of 10 (e.g., 3×9=27, 30×9=270, 6÷3=2, 600÷3=200). 6.4.16 Make estimates appropriate to a given situation with whole numbers. 6.5.12 Solve problems and number sentences involving addition, subtraction, multiplication, and division using whole numbers. 8.4.05 Translate between different representations (table, written, or pictorial) of whole number relationships. 6.4.09 Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than). 8.4.08 Solve word problems involving unknown quantities.

New Vocabulary: remainder, prime number, composite number. Students will use basic facts and patterns of zeros to solve division problems with 3-digit dividends and 1digit divisors. Students will use compatible numbers and rounding to estimate quotients. Students will divide whole numbers by 1-digit divisors resulting in quotients with remainders. Students will use place value to understand the algorithm of long division. Students will use the standard algorithm to divide a two-digit number by a one-digit number. Students will use the standard algorithm to divide 3-digit numbers by 1-digit numbers. Students will use the standard algorithm to divide 3-digit numbers by 1-digit numbers and properly decide where to begin dividing. Students will learn how to factor whole numbers. Students will learn how to identify prime and composite numbers. Problem Solving: Students will identify the hidden question in a multi-step problem. They use the answer to that hidden question to solve the original problem. Special Project: Students will conduct a survey, make computations and publish their findings.

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Center Activities

Basic-Facts Timed Tests

Vocabulary Cards Home-School Connection Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 6A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.

6.4.03 Read, write, recognize, and model equivalent representations of fractions; divide regions or sets to represent a fraction. 6.5.03 Read, write, recognize, and model equivalent representations of fractions, including improper fractions and mixed numbers. 6.4.07 Order and compare fractions having like denominators with or without models.

New Vocabulary: fraction, denominator, numerator, benchmark fraction, equivalent fractions, simplest form, mixed number, improper fraction

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Topic 10 Test

Center Activities

Basic-Facts Timed Tests

Vocabulary Cards Students will identify and draw fractional parts of a region and a set, and divide sets to show fractional parts.

Home-School Connection Lesson Masters

Students will describe and compare fractional parts of whole objects and sets. Students will estimate fractional parts of regions and sets. They will estimate fractions for points on the number line. Students will use models and objects to show equivalent fractions. Students will express equivalent fractions in simplest form. Students will identify and write mixed numbers as improper fractions and improper fractions as mixed numbers. Students will use benchmark fractions to compare fractions with unlike denominators. Students will use common denominators and equivalent fractions to order fractions with unlike denominators. Problem Solving: Students will write to explain whether an answer is correct or not Special Project: Students will use the internet or research materials to locate the 50 US Flags. They will create fractions based on their findings.

Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 10A. Organize, describe and make predictions from existing data. 9A. Demonstrate and apply geometric concepts involving points, lines, planes and space.

10.4.01 Read and interpret data represented in a pictograph, bar graph, line (dot) plot, Venn diagram (with two circles), tally chart, table, line graph, or circle graph. 9.4.04 Graph, locate, identify points, and describe paths using ordered pairs (first quadrant). 10.5.03 Determine the mode, range, median (with an odd number of data points), and mean, given a set of data or a graph. 10.4.03 Determine the mode and range, given a set of data or a graph. 10.4.02 Create a pictograph, bar graph, tally chart, or table for a given set of data.

New Vocabulary: survey, bar graph, interval scale, line plot, outlier, coordinate grid, ordered pair, xcoordinate, y-coordinate, line graph, trend, mean, mode, range, stem-andleaf plot, circle graph

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Basic-Facts Timed Tests

Vocabulary Cards

Students will design and use a survey with a sample size that allows accurate predictions to be made about a larger population.

Home-School Connection

Students will use bar graphs to display data.

Assessments

Students will learn and understand how to draw line plots, interpret points, and recognize outliers. Students will learn to locate points on a coordinate plane using ordered pairs. Students will use line graphs to see changes in data over time. Students will calculate the mean of a collection of values. Students will identify the mode, median, and range for numerical data sets. Students will use stem-and-leaf plots to organize data by place value. Students will use circle graphs to show parts of a whole. Students will make and use graphs to display data and solve problems. Special Project: Students will conduct research and a survey. They will display their findings in a tally chart and create a math story for others to solve.

Lesson Masters

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 10C. Determine, describe and apply the probabilities of events. 9C. Construct convincing arguments and proofs to solve problems.

10.4.02 Create a pictograph, bar graph, tally chart, or table for a given set of data. 8.4.05 Translate between different representations (table, written, or pictorial) of whole number relationships. 10.4.05 Describe the chances associated with a context presented visually, including using the response format “3 out of 4” or ¾. 10.4.04 Classify events using words such as certain, most likely, equally likely, least likely, possible, and impossible.

New Vocabulary: outcome, tree diagram, certain, likely, unlikely, impossible, probability

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Basic-Facts Timed Tests

Students will use objects and pictures to count combinations of data or objects in a problem.

Vocabulary Cards

Students will represent and count the number of outcomes with a tree diagram.

Home-School Connection Lesson Masters

Performance Assessment/Short Response Extended Response Exercises

Assessments Students will determine the probability of an event and write it as a fraction. Problem Solving: Students will use reasoning to solve problems. Special Project: Research rainfall, list totals in a bar graph. Students will then find the probability of a random sample within the same context.

Checkpoint Quizzes Project: Math/Social Studies/Technology

Teacher: Mr. Chau

Grade:

4

Skinner School Curriculum Plan Subject: Math

Marking Period: 4

State Goals: 6- Number Sense, 8- Algebra, 9- Geometry Special Projects: Noted under learning standards IL State Benchmark 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.

Assessment Frameworks

Learning Standard

Resources

Assessments

6.4.13 Model situations involving addition and subtraction of fractions with like denominators. 6.5.14 Model situations involving addition and subtraction of fractions. 8.4.06 Represent simple mathematical relationships with number sentences (equations and inequalities).

New Vocabulary: common factor, denominator, numerator, simplest form

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Topic 11 Test

Center Activities

Students will add and subtract fractions with like denominators using models and paper and pencil.

Basic-Facts Timed Tests

Vocabulary Cards

Students will add fractions with unlike denominators using models and paper and pencil. Students will understand how to subtract fractions with unlike denominators. Problem Solving: Students will draw a picture and write an equation to solve a problem. Special Project: Create a list upon using the internet for research. Students will use their list to determine fractions then use addition to create number statements about their fractions.

Home-School Connection Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 6A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.

6.5.05 Read, write, recognize, and model decimals and their place values through thousandths. 6.4.06 Order and compare decimals through hundredths. 6.4.03 Read, write, recognize, and model equivalent representations of fractions; divide regions or sets to represent a fraction 6.4.08 Identify and locate whole numbers, halves, and fourths on a number line. 6.5.03 Read, write, recognize, and model equivalent representations of fractions, including improper fractions and mixed numbers. 6.4.06

New Vocabulary: greater, tenth, hundredth, decimal point Students will use models and place value charts to represent decimals to hundredths. They will read and write decimals in expanded, standard, and word form. Students will use models and placevalue chars to compare decimals to hundredths. They will use greaterthan and less-than symbols to order decimal numbers. Students will understand how to write fractions as decimals and decimals as fractions. Students will learn to locate and name fractions and decimals on a number line. Students will understand how to graph decimals and mixed numbers on the number line. Problem Solving: Students will solve problems using the strategy Draw a Picture. Special Project: using internet resources, students will conduct research, then create a poster with a number line using fractional parts.

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Center Activities

Basic-Facts Timed Tests

Vocabulary Cards Home-School Connection Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 6A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 6C. Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers. 6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 8C. Solve problems using systems of numbers and their properties.

6.5.05 Read, write, recognize, and model decimals and their place values through thousandths. 6.5.16 Make estimates appropriate to a given situation with whole numbers, fractions, and decimals. 6.5.13 Solve problems and number sentences involving addition and subtraction of decimals through hundredths (with or without monetary labels). 6.6.13 Solve problems and number sentences involving addition, subtraction, and multiplication of decimals. 8.4.08 Solve word problems involving unknown quantities.

New Vocabulary: decimal, fraction, mixed number Students will round two-place decimal numbers to one place or the nearest whole number. Students will round decimal numbers to estimate sums and differences.

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Vocabulary Cards Home-School Connection Lesson Masters

Students will add and subtract decimals in tenths and hundredths using models. Students will estimate and compute the sum or difference of whole numbers and positive decimals to two places. Students will multiply a decimal number by a whole number. Students will divide a decimal number by a whole number. Problem Solving: Students will try a solution, check the solution, and if not correct, revise the solution, following the same method until the correct solution is determined via checking. Special Project: Students will research gasoline prices by gallon and determine how many gallons fit into the tank of 4 different cars. They will calculate cost and report their findings.

Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 8C. Solve problems using systems of numbers and their properties. 8D. Use algebraic concepts and procedures to represent and solve problems. 8B. Interpret and describe numerical relationships using tables graphs and symbols.

8.4.06 Represent simple mathematical relationships with number sentences (equations and inequalities). 8.4.07 –1=3).+3+2, Solve for the unknown in an equation with one operation (e.g., 10= 6.4.15 Use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences and solve problems (e.g., 4×3=12, 12÷3=__).

New Vocabulary: equation, solution, inequality Students will learn and understand the properties of equality. Students will learn and understand how to use addition and subtraction to solve problems.

Topic 18 Text

Topic 18 Test

Center Activities

Basic-Facts Timed Tests

Vocabulary Cards Home-School Connection Lesson Masters

Students will learn and understand how to use multiplication and division to solve equations. Students will solve an inequality by finding all the values that make it true. Problem Solving: Students will solve problems that require finding the original times, measurements, or quantities that led to a result that is given. Special Project: In small groups, students will research five states to find the number of congressmen in each and how many remaining to represent all other states. They will report their findings on a group created map then.

Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Curriculum Plan 9A. Demonstrate and apply geometric concepts involving points, lines, planes and space. 9B. Identify, describe, classify and compare relationships using points, lines, planes and solids.

9.4.06 Identify images resulting from flips (reflections), slides (translations), or turns (rotations). 9.4.12 Identify congruent and similar figures by visual inspection. 9.4.05 Identify whether or not a figure has one or more lines of symmetry, and sketch or identify all lines of symmetry.

New Vocabulary: translation, reflection, rotation, congruent, line of symmetry, symmetric, rotational symmetry

Topic 19 Text

Topic 19 Test

Center Activities

Basic-Facts Timed Tests

Vocabulary Cards Special Project: Locate photos/pictures of famous buildings and monuments. Students will display them on a poster board and determine each monument’s symmetry. Students will identify translations of plane figures. Students will identify reflections of plane figures. Students will identify rotations of plane figures. Students will use transformations to see if two plane figures are congruent. Students will determine if a plane figure has line of symmetry and, if so, how many lines of symmetry it has. Students will identify rotational symmetry and determine an angle measure to describe a rotation. Problem Solving: Students will determine when two shapes are similar and use pictures to visualize similarity.

Home-School Connection Lesson Masters Assessments

Performance Assessment/Short Response Extended Response Exercises Checkpoint Quizzes Project: Math/Social Studies/Technology

Skinner School Third Grade Math Curriculum

numbers and their place values up to 100,000,000. 6.4.05 Order and compare whole numbers up to 100,000. 6.4.16 Make estimates appropriate to a given situation with whole numbers. 6.5.05 Read, write, recognize, and model decimals and their place values through thousandths. 6.4.11 Solve problems involving.

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