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Introduction

Grade 4 Curriculum Guide - 2016-2017

This year our curriculum is organized in Modules. These modules will break into closely related Topic Sets which will drill down to

specific lessons that cohesively develop the Tennessee Math performance standards. Date ranges of modules may have been

adjusted to accommodate a 176 day school year.

Mathematical Practice standards are expected to be integrated into every mathematics lesson for all students grades K-12.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Content Standards Key : CC-Counting and Cardinality, OA-Operations & Algebraic Thinking, NBT- Numbers and Operations in BaseTen, MD Measurement & Data, G- Geometry

Comments

Eureka Math Grade 4 is the primary resource for this grade level. Additional resources may be included at the teacher's discretion.

This pacing guide is based on the tentative date of April 10, 2017 as the beginning of the TCAP testing window. Please be aware that

any adjustment to the testing window will affect the number of days available for each module. Updates will be posted on the CMCSS

Curriculum page.

If you become more than two weeks behind in pacing, use the tab named Consolidation or Omissions.

Last updated on 5.18.16

Support for Teachers

Eureka Grade 4 Math Resources

Free registration required:

Electronic Versions of Eureka Materials

Math CCT

CMCSS

Updated 5.5.16

Assessments

Task

Benchmark 1

Benchmark 2

October

December

March

Grade 4 Math

Scope and Sequence

2016-2017

Module 1

August 19-Octover 21, 2016

40 Days

Module 2

October 24-November 10, 2016

13 Days

Module 3

Module 4

Module 3

November 14, 2016-January 24, 2017

36 Days

Module 4

January 25-March 24, 2017

42 Days

Topic C Numbers

Topic B

Topic D

Topic A

to 5 in Different

Topic E Working Topic F

Classify to Make

The Concept of

Attributes of Two

Configurations,

with Numbers 6- Working with

Categories and

Zero and working

Related Objects

Math Drawings,

8

Numbers 9-10

Count

with 0-5

and Expressions

Topic H

One Less with

numbers 0-10

Topic H

Clarification of

Measureable

Attributes

Topic C

Two-Dimensional

and ThreeDimensional

Shapes

Topic B

Topic A

ThreeTwo-Dimensional

Dimensional

Flat Shapes

Solid Shapes

Topic A

Comparison of

Length and

Height

Topic B

Comparison of Topic C

Length, Height of Comparison of

Linking Cube

Weight

Sticks Within 10

Topic A

Compositions

and

Decompositions

of 2, 3, 4, and 5

Topic B

Topic C Addition Topic D

Decompositions

with Totals of 6, Subtraction from

of 6, 7, and 8 into

7, and 8

Numbers to 8

Number Pairs

Module 5

April 3-May 10, 2017

27 Days

Topic B

Compose

Numbers 11-20

Topic A Count 10

from 10 Ones

Ones and Some

and Some Ones;

Ones

Represent and

Write Teen

Numbers

Module 6

May 11-April 10, 2017

10 Days

Topic B

Topic A Building

Composing and

and Drawing Flat

Decomposing

and Solid Shapes

Shapes

Bonus Module

Math CCT

Topic G

One More with

Numbers 0-10

Topic C

Decompose

Numbers 11-20

and Count to

Answer "How

Many?"

Topic D

Comparison of

Volume

Topic E Are

There Enough

Topic F

Comaprison of

Sets Within 10

Topic G

Comparison of

Numerals

Topic E

Decompositions

of 9 and 10 into

Number Pairs

Topic F

Addition with

Totals of 9 and

10

Topic G

Topic H Patterns

Subtraction from Adding 0 and 1

9 and 10

and Making 10

Topic E

Represent and

Topic D Extend

Apply

and Say Ten and

Compositions

Regular count

and

Sequence to 100

Decompositions

of Teen Numbers

Reengage students in lessons and activities from the areas you may have consolidations or omissions throughout the school year.

CMCSS

Revised: 5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Modules where content standards are taught:

4.OA.A.1

4.OA.A.2

4.OA.A.3

4.OA.B.4

Math CCT

comparison, e.g., interpret 35 = 5 7 as a

statement that 35 is 5 times as many as 7 and 7

times as many as 5. Represent verbal statements

of multiplicative comparisons as multiplication

equations.

Multiply or divide to solve word problems

involving multiplicative comparison, e.g., by using

drawings and equations with a symbol for the

unknown number to represent the problem,

distinguishing multiplicative comparison from

additive comparison.

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.

Find all factor pairs for a whole number in the

range 1100. Recognize that a whole number is a

multiple of each of its factors. Determine whether

a given whole number in the range 1100 is a

multiple of a given one-digit number. Determine

whether a given whole number in the range

1100 is prime or composite.

After

TCAP

CMCSS

5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Modules where content standards are taught:

4.OA.C.5

4.NBT.A.1

4.NBT.A.2

4.NBT.A.3

4.NBT.B.4

4.NBT.B.5

Math CCT

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.

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.

Read and write multi-digit whole numbers using

base-ten numerals, number names, and expanded

form. Compare two multi-digit numbers based on

meanings of the digits in each place, using >, =,

and < symbols to record the results of

comparisons.

Use place value understanding to round multidigit whole numbers to any place.

Fluently add and subtract multi-digit whole

numbers using the standard algorithm. FS

Multiply a whole number of up to four digits by a

one-digit whole number, and multiply two twodigit 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.

After

TCAP

X

X

X

X

CMCSS

5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Modules where content standards are taught:

4.NBT.B.6

4.NF.A.1

4.NF.A.2

4.NF.B.3a

4.NF.B.3b

Math CCT

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.

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.

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.

Understand addition and subtraction of fractions

as joining and separating parts referring to the

same whole.

Decompose a fraction into a sum of fractions

with the same denominator in more than one

way, recording each decomposition by an

equation. Justify decompositions, e.g., by using a

visual fraction model. Examples: 3/8 = 1/8 + 1/8 +

1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +

8/8 + 1/8.

After

TCAP

CMCSS

5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Modules where content standards are taught:

4.NF.B.3c

4.NF.B.3d

4.NF.B.4a

4.NF.B.4b

4.NF.B.4c

4.NF.C.5

4.NF.C.6

4.NF.C.7

Math CCT

denominators, e.g., by replacing each mixed

number with an equivalent fraction, and/or by

using properties of operations and the

relationship between addition and subtraction.

Directly compare two objects with a measureable

attribute in common, to see which object has

more of/less of the attribute, and describe

the difference. For example, directly compare the

heights of two children and describe one child as

taller/shorter.

Classify objects into given categories; count the

numbers of objects in each category and sort the

categories by count. Limit category counts to less

than or equal to 10.

After

TCAP

of shapes, and describe the relative positions of

these objects using terms such as above, below,

beside, in front of, behind, and next to.

orientation or overall size.

Analyze and compare two- and three-dimensional

shapes, in different sizes and orientations, using

informal language to describe their similarities,

differences, parts (e.g., number of sides and

vertices) and other attributes (e.g., having sides of

equal length).

Model shapes in the world by building shapes

from components (e.g., sticks and clay balls) and

drawing shapes.

Compose simple shapes to form larger shapes.

For example, can you join these two triangles with

full sides touching to make a rectangle?

X

X

X

X

CMCSS

5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Modules where content standards are taught:

4.MD.A.1

4.MD.A.2

4.MD.A.3

4.MD.B.4

Math CCT

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 two-column 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), ...

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.

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.

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.

After

TCAP

CMCSS

5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Modules where content standards are taught:

4.MD.C.5a

4.MD.C.5b

4.MD.C.6

4.MD.C.7

4.G.A.1

4.G.A.2

4.G.A.3

Math CCT

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.

An angle that turns through n one-degree angles

is said to have an angle measure of n degrees.

Measure angles in whole-number degrees using a

protractor. Sketch angles of specified measure.

After

TCAP

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.

Draw points, lines, line segments, rays, angles

(right, acute, obtuse), and perpendicular and

parallel lines. Identify these in two-dimensional

figures.

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.

Recognize a line of symmetry for a twodimensional 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.

CMCSS

5.5.16

Grade 4 Math

Scope and Sequence 2016-2017

Major Work

Additional

Supporting

Math CCT

CMCSS

5.5.16

or Omissions

Module 1

If pacing is a challenge, consider omitting Lesson 17 since multi-step problems are taught in Lesson 18. Instead, embed problems from

Lesson 17 into Module 2 or 3 as extensions. Since multi-step problems are taught in Lesson 18, Lesson 19 could also be omitted.

Module 2

Although composed of just five lessons, Module 2 has great importance in the Grade 4 sequence of modules. Module 2, along with Module

1, is paramount in setting the foundation for developing fluency with the manipulation of place value units, a skill upon which Module 3

greatly depends. Teachers who have taught Module 2 prior to Module 3 have reportedly moved through Module 3 more efficiently than

colleagues who have omitted it. Module 2 also sets the foundation for work with fractions and mixed numbers in Module 5. Therefore, it is

not recommended to omit any lessons from Module 2.

To help with the pacing of Module 3s Topic A, consider replacing the Convert Units fluencies in Module 2, Lessons 13, with area and

perimeter fluencies. Also, consider incorporating Problem 1 from Module 3, Lesson 1, into the fluency component of Module 2, Lessons 4

and 5.

Module 3

Within this module, if pacing is a challenge, consider the following omissions. In Lesson 1, omit Problems 1 and 4 of the Concept

Development. Problem 1 could have been embedded into Module 2. Problem 4 can be used for a center activity. In Lesson 8, omit the

drawing of models in Problems 2 and 4 of the Concept Development and in Problem 2 of the Problem Set. Instead, have students think

about and visualize what they would draw. Omit Lesson 10 because the objective for Lesson 10 is the same as that for Lesson 9.

Omit Lesson 19, and instead, embed discussions of interpreting remainders into other division lessons. Omit Lesson 21 because students

solve division problems using the area model in Lesson 20. Using the area model to solve division problems with remainders is not

specified in the Progressions documents. Omit Lesson 31, and instead, embed analysis of division situations throughout later lessons. Omit

Lesson 33, and embed into Lesson 30 the discussion of the connection between division using the area model and division using the

algorithm.

Look ahead to the Pacing Suggestions for Module 4. Consider partnering with the art teacher to teach Module 4s Topic A simultaneously

with Module 3.

Math CCT

CMCSS

Updated 5.5.16

or Omissions

Topic A could be taught simultaneously with Module 3 during an art class.

Module 4

Topics B and C could be taught directly following Module 3, prior to Module 5, since they offer excellent scaffolding for the

fraction work of Module 5. Topic D could be taught simultaneously with Module 5, 6, or 7 during an art class when students are

served well with hands-on, rigorous experiences.

Keep in mind that Topics B and C of this module are foundational to Grade 7s missing angle problems.

Those from outside New York State may want to teach Module 4 after Module 6 and truncate the lessons using the Preparing a Lesson

protocol (see the Module Overview, just before the Assessment Overview).

This would change the order of the modules to the following: Modules 1, 2, 3, 5, 6, 4, and 7.

Those from New York State might apply the following suggestions and truncate Module 4s lessons using the Preparing a Lesson protocol.

Topic A could be taught simultaneously with Module 3 during an art class.

Topics B and C could be taught directly following Module 3, prior to Module 5, since they offer excellent scaffolding for the fraction work of

Module 5. Topic D could be taught simultaneously with Module 5, 6, or 7 during an art class when students are served well with hands-on,

rigorous experiences.

Keep in mind that Topics B and C of this module are foundational to Grade 7s missing angle problems.

Module 5

For Module 5, consider the following modifications and omissions. Study the objectives and the sequence of problems within Lessons 1, 2,

and 3, and then consolidate the three lessons. Omit Lesson 4. Instead, in Lesson 5, embed the contrast of the decomposition of a fraction

using the tape diagram versus using the area model. Note that the area models cross hatches are used to transition to multiplying to

generate equivalent fractions, add related fractions in Lessons 20 and 21, add decimals in Module 6, add/subtract all fractions in Grade 5s

Module 3, and multiply a fraction by a fraction in Grade 5s Module 4. Omit Lesson 29, and embed estimation within many problems

throughout the module and curriculum. Omit Lesson 40, and embed line plot problems in social studies or science. Be aware, however,

that there is a line plot question on the End-of-Module Assessment.

Module 6

Math CCT

CMCSS

Updated 5.5.16

or Omissions

In Module 6, students explore decimal numbers for the first time by means of the decimal numbers relationship to decimal fractions.

Module 6 builds directly from Module 5 and is foundational to students Grade 5 work with decimal operations. Therefore, it is not

recommended to omit any lessons from Module 6.

Module 7

Module 7 affords students the opportunity to use all that they have learned throughout Grade 4 as they first relate multiplication to the

conversion of measurement units and then explore multiple strategies for solving measurement problems involving unit conversion.

Module 7 ends with practice of the major skills

and concepts of the grade as well as the preparation of a take-home summer folder. Therefore, it is not recommended to omit any lessons

from Module 7.

Math CCT

CMCSS

Updated 5.5.16

Introduction

The Progressions Documents describe a specific topic or concept across a number of grade bands. These draft learning

progression documents were informed by research on children's cognitive development and by the logical structure of

mathematics.

K-5 Elaborations of the Practice Standards - Common Core State Standards for Mathematical Practice in kindergarten through grade five

(annotated).

6-8 Elaborations of the Practice Standards - Common Core State Standards for Mathematical Practice in grades six through eight (annotated).

K-5, Number and Operations in Base Ten This progression focuses on the development of number and the base ten number system.

Kindergarten, Counting and Cardinality; K-5, Operations and Algebraic Thinking This progression deals with early counting and how much is in

a group (cardinality). The progression illustrates the basic operations including the kinds of quantitative relationships they model, and the type

of problems that can be solved.

3-5 Number and Operations Fractions This progression illustrates the concept of fractions from grade three to five. This progression explores

the concept of fraction as number beginning with fractions on a number-line. The Fraction Progression online professional development module

is based upon this progression.

K-5 Progression on Geometric Measurement- This progression focuses on measurement in developing a conceptual framework for connecting

number and geometry.

K-6 Progression on Geometry This progression focuses on the development of geometry from kindergarten through grade six. The overview of

the document indicates that the progression will address three categories essential to elementary geometry: geometric shapes and their

attributes; decomposing and composing shapes; and spatial relations and spatial restructuring.

Math CCT

CMCSS

Updated 5.5.16

Electronic Resources

We believe that if we are to empower students to reach their potential and to graduate from high school college and

career ready, we are obligated to teach and use 21st century tools and skills in our classrooms in a safe and responsible

manner. Integrating technology into the core curriculum, when done effectively, engages students and amplifies learning

by addressing academic standards through the varied and rich learning experiences that digital media and tools can

provide. We strive to provide resources and assistance that will help classroom teachers guide students to grow in the

areas of critical thinking and problem solving, communication, collaboration, and creativity and innovation as well as core

content knowledge.

http://empowerstudents.wikispaces.com/Math+Resources

https://www.frontrowed.com/ is a site that assists teachers and students in mathematics learning through the new Common Core math

standards. Teachers can create classes to manage students and view reports on student progress. Students login and take a quick

diagnostic test for any of the math domains. When the test is over, students begin where they need learning. Students can also choose a

math standard from the domain after they have completed the diagnostic. While students work, they can have the math questions read to

them, use online scratch paper and virtual manipulatives, and receive instruction on each kind of math question from embedded video

tutorials.

Symbaloo is a visual bookmarking tool that makes it simple and fun to organize the best of the web.

http://tictechknow.wikispaces.com/Edu.Symbaloo+Links

Common Sense Resource - https://www.graphite.org/teacher-center

You can find all of the above information and more at http://empowerstudents.wikispaces.com/

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