Math and Science Pacing Guide: _Fourth Grade

First Nine Weeks

I chose to start the fourth-grade school year with numbers base ten
and the beginning standards for operations and algebraic thinking. I
did so because the students finished the third-grade year learning
about place value and rounding to the nearest ten or one hundred.
They also ended the year with the knowledge of how to complete all
four operations. Beginning with these standards in math would allow
for a natural review of what they learned the previous year to see if
they had significant learning loss over the summer. These standards
are also the base for what will be learned later in the year. In science, I
chose to start with Earth and Space Science talking about
Rationale characteristics and landforms found on Earth. I thought this would be
This should address at good to talk about first because later in the year the students will be
minimum: learning about weathering, erosion, and deposition. They need a good
-Why you selected the understanding of the different landforms and characteristics to
specific sequences of understand how they change from weathering.
standards to be
covered during this I determined the lengths for the different academic standards by
nine weeks? comparing my own thoughts with the curriculum map of Lexington
-How you determined Elementary. I dissected all of the standards and categorized them into
how long it would take ones that are more in depth applied math versus the standards that are
to cover all the
academic standards more basic math application. Then, I made sure the applied math
for the year? standards were covered over longer periods of time because they are
more difficult for students. Also, I made sure that standards that were
familiar with the students from third grade were placed in the
beginning of the year to help combat learning loss from the summer
break. For science, I found the logical order of how the standards build
on one another and began with the most basic level learning standard.
The last resource is used to help base my decision on how long to
spend on each standard was the provided practice assessment for
fourth grade math. After taking the assessment, I found that Numbers
Base Ten was found the least so I put that at the beginning of the year,
furthest from the test.
Math Standard(s): 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.
NBT.2 Read and write multi-digit whole numbers using base-ten
Week #1 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.

Science Standard(s): ESS.1Earth’s surface has specific characteristics

and landforms that can be identified.
Week #2 Math Standard(s): NBT.3 Use place value understanding to round
 multidigit whole numbers to any place.
NBT.2 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.

Science Standard(s): ESS.1 Earth’s surface has specific characteristics

and landforms that can be identified.
Math Standard(s): NBT.4 Fluently add and subtract multi-digit whole
numbers using the standard algorithm.
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
Week #3
appear to alternate between odd and even numbers. Explain informally
why the numbers will continue to alternate in this way.
NBT.3 Use place value understanding to round multidigit whole
numbers to any place.
Science Standard(s): ESS.1 Earth’s surface has specific characteristics
and landforms that can be identified.
Math Standard(s): NBT.4 Fluently add and subtract multi-digit whole
numbers using the standard algorithm
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
Week #4 problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.

Science Standard(s): ESS.1 Earth’s surface has specific characteristics

and landforms that can be identified.
Math Standard(s): NBT.4 Fluently add and subtract multi-digit whole
numbers using the standard algorithm
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
Week #5
problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.
Science Standard(s): ESS.1 Earth’s surface has specific characteristics
and landforms that can be identified.
Math Standard(s): NBT.5 Multiply a whole number of up to four digits
by a one-digit whole number, and multiply two two-digit numbers,
Week #6
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
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.
OA.1 Interpret a multiplication equation as a 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.
OA.2 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.1

Science Standard(s): ESS.1 Earth’s surface has specific characteristics

and landforms that can be identified.
Math Standard(s): 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 model
OA.4 Find all factor pairs for a whole number in the range 1–100.
Week #7 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.

Science Standard(s): ESS.1 Earth’s surface has specific characteristics

and landforms that can be identified.
Math Standard(s): OA.2 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
Week #8 problem, distinguishing multiplicative comparison from additive
comparison.
Science Standard(s): ESS.2The surface of Earth changes due to
weathering.
Week #9 Performance Assessment: Describe how your assessment aligns with
This performance both the math and science standards introduced during the nine
assessment must make
the students actively weeks.
use the skills the The assessment created for the first nine weeks of the school year
learned during they
nine weeks. You may combined the following three standards. The students have to label
on create one landforms which aligns with the Earth and space standard. They also
assessment and that
one assessment must have to solve a multistep word problem with addition and subtraction
integrate at least one of multi-digit whole numbers to find how much space their two
(or more) of BOTH the
math and science skills landforms cover.
practiced during the
nine weeks.
NBT.4 Fluently add and subtract multi-digit whole numbers using the
standard algorithm
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.
ESS.1 Earth’s surface has specific characteristics and landforms that
can be identified

Then paste the assessment on the pages below this table.

Second Nine Weeks

During the second nine weeks, I chose this specific sequence of
standards because they build nicely on the standards covered in the
first nine weeks. Again, I focused on numbers base ten because this
knowledge is needed to move on to the more difficult standards but
they are not seen a lot on the assessment. I also moved in to the
Rationale operations and algebraic thinking that discussed factors because this is
This should address at important for beginning to work with fractions. For science, I chose to
minimum: teach the students about the changes that can happen to Earth’s
-Why you selected the landforms because they learned what the landforms are in the first
specific sequences of nine weeks.
standards to be
covered during this I determined the lengths for the different academic standards by
nine weeks? comparing my own thoughts with the curriculum map of Lexington
-How you determined Elementary. I dissected all of the standards and categorized them into
how long it would take ones that are more in depth applied math versus the standards that are
to cover all the
academic standards more basic math application. Then, I made sure the applied math
for the year? standards were covered over longer periods of time because they are
more difficult for students. During this nine weeks some of the
standards from the first nine weeks were repeated because they need
repetition to maintain the knowledge. After taking the assessment, I
found that Numbers Base Ten was found the least so I put that at the
beginning of the year, furthest from the test.
Week #10 Math Standard(s): 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.
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
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 prime
or composite.
NBT.3 Use place value understanding to round multidigit whole
numbers to any place.
Science Standard(s): ESS.2The surface of Earth changes due to
weathering
Math Standard(s): 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
Week #11 arrays, and/or area models

Science Standard(s): ESS.2The surface of Earth changes due to

weathering
ESS 3 The surface of Earth changes due to erosion and deposition.
Math Standard(s): 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
OA.3 Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations, including
Week #12 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.
NBT.3 Use place value understanding to round multidigit whole
numbers to any place.
Science Standard(s): ESS.3 The surface of Earth changes due to
erosion and deposition.
Math Standard(s): NBT.5 Multiply a whole number of up to four digits
by a one-digit whole number, and multiply two two-digit numbers,
Week #13 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
 Science Standard(s): ESS.3 The surface of Earth changes due to
erosion and deposition.
Math Standard(s): NBT.3 Use place value understanding to round
multidigit whole numbers to any place.
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
NBT.4 Fluently add and subtract multi-digit whole numbers using the
Week #14 standard algorithm
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.
Science Standard(s): ESS.3 The surface of Earth changes due to
erosion and deposition.
Math Standard(s): 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
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.
NBT.6 Find whole-number quotients and remainders with up to four-
Week #15
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.
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 prime
or composite.
Science Standard(s): ESS.3 The surface of Earth changes due to
erosion and deposition.
Math Standard(s): NBT.3 Use place value understanding to round
multidigit whole numbers to any place.
Week #16 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.
Science Standard(s): ESS.3 The surface of Earth changes due to
erosion and deposition.
Math Standard(s): 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.
OA.3 Solve multistep word problems posed with whole numbers and
Week #17
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.
Science Standard(s): ESS.3 The surface of Earth changes due to
erosion and deposition.
Week #18 Performance Assessment: Describe how your assessment aligns with
This performance both the math and science standards introduced during the nine
assessment must make
the students actively weeks.
use the skills they The assessment for the second nine weeks combined the science
learned during the
nine weeks. You may standard of earth changes due to erosion and deposition with the math
on create one standard of rounding multi-digit whole numbers. This was done by
assessment and that
one assessment must giving the students scenarios and having them round the number
integrate at least one within and also having them tell whether the scenario was describing
(or more) of BOTH the
math and science skills erosion or deposition.
practiced during the
nine weeks.
ESS 3 The surface of Earth changes due to erosion and deposition.
NBT.3 Use place value understanding to round multidigit whole
numbers to any place.

Then paste the assessment on the pages below this table.

Third Nine Weeks

Rationale This nine weeks was when I chose to introduce the most important
This should address at standards in my opinion. These math standards cover fractions and are
minimum:
very prominent on the state assessment. These standards begin in the
-Why you selected the third nine weeks to assure there is adequate time to teach them to the
specific sequences of
standards to be students before the testing in the fourth nine weeks. I know these
covered during this
nine weeks? standards will take more than nine weeks which is why is started them
-How you determined
this early instead of starting them in the fourth nine weeks.
how long it would take I determined the lengths for the different academic standards by
to cover all the comparing my own thoughts with the curriculum map of Lexington
academic standards
for the year? Elementary. I dissected all of the standards and categorized them into
ones that are more in depth applied math versus the standards that are
more basic math application. Then, I made sure the applied math
standards were covered over longer periods of time because they are
more difficult for students. During this nine weeks some of the
standards from the second nine weeks were repeated because they
need repetition to maintain the knowledge. The testing is also getting
closer which is why I chose to begin the standards including fractions
because they were extremely prevalent on the state assessment taken
in the fourth nine weeks.
Math Standard(s): 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 prime or composite.
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
Week #19 are the same size. Use this principle to recognize and generate
equivalent fractions.
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 100.4 For example, express 3/10
as 30/100, and add 3/10 + 4/100 = 34/100.
Science Standard(s): PS.1 The total amount of matter is conserved
when it undergoes a change
Math Standard(s): 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
NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. b.
Week #20
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.
Science Standard(s): PS.1 The total amount of matter is conserved
when it undergoes a change
Week #21 Math Standard(s): NF.3.d Understand a fraction a/b with a > 1 as a
 sum of fractions 1/b. d. Solve word problems involving addition and
subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to
represent the problem.
NF.3 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole. b. 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.

Science Standard(s): PS.1 The total amount of matter is conserved

when it undergoes a change
Math Standard(s): NF.3 Understand a fraction a/b with a > 1 as a sum
of fractions 1/b. c. Add and subtract mixed numbers with like
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. d. Solve word problems involving
addition and subtraction of fractions referring to the same whole and
having like denominators, e.g., by using visual fraction models and
equations to represent the problem.
NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. b.
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.
NF.4 Apply and extend previous understandings of multiplication to
Week #22
multiply a fraction by a whole number. a. Understand a fraction a/b as
a multiple of 1/b. For example, use a visual fraction model to represent
5/4 as the product 5 × (1/4), recording the conclusion by the equation
5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b,
and use this understanding to multiply a fraction by a whole number.
For example, use a visual fraction model to express 3 × (2/5) as 6 ×
(1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n ×
a)/b.) c. Solve word problems involving multiplication of a fraction by a
whole number, e.g., by using visual fraction models and equations to
represent the problem. For example, if each person at a party will eat
3/8 of a pound of roast beef, and there will be 5 people at the party,
how many pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?
Science Standard(s): PS.2 Energy can be transformed from one form
to another or can be transferred from one location to another
 Math Standard(s): NF.6 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.
NF.7 7. Compare two decimals to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two decimals
Week #23
refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, ed., by using a visual
model
Science Standard(s): PS.2 Energy can be transformed from one form
to another or can be transferred from one location to another
Math Standard(s): NF.5 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 100.4 For
example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
NF.6 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.
Week #24
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
Science Standard(s): PS.2 Energy can be transformed from one form
to another or can be transferred from one location to another
Math Standard(s): 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
Week #25
numbers. Explain informally why the numbers will continue to
alternate in this way.

Science Standard(s): PS.2 Energy can be transformed from one form

to another or can be transferred from one location to another
Math Standard(s): 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
Week #26 numbers. Explain informally why the numbers will continue to
alternate in this way.
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.
Science Standard(s): PS.2 Energy can be transformed from one form
to another or can be transferred from one location to another
Week #27 Performance Assessment: Describe how your assessment aligns with
This performance both the math and science standards introduced during the nine
assessment must make
the students actively weeks.
use the skills they
learned during the
nine weeks. You may This assessment combines the student’s knowledge of equivalent
on create one fractions with their knowledge of the conservation of matter. It has the
assessment and that
one assessment must students tell that matter is conserved when it goes through a change
integrate at least one and then it gives visual fraction models that they have to fill in to make
(or more) of BOTH the
math and science skills them equivalent.
practiced during the
nine weeks.
PS.1 The total amount of matter is conserved when it undergoes a
change
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.

Then paste the assessment on the pages below this table.

Fourth Nine Weeks

This nine weeks was when I chose to finish the most important standards
in my opinion. These math standards cover fractions and are very
Rationale prominent on the state assessment. These standards are finished in the
This should address at beginning portion of the fourth nine weeks assure they are all taught to
minimum: the students before the testing in the middle of nine weeks.
-Why you selected the
specific sequences of I determined the lengths for the different academic standards by
standards to be
covered during this comparing my own thoughts with the curriculum map of Lexington
nine weeks? Elementary. I dissected all of the standards and categorized them into ones
-How you determined that are more in depth applied math versus the standards that are more
how long it would take basic math application. Then, I made sure the applied math standards
to cover all the
academic standards were covered over longer periods of time because they are more difficult
for the year? for students. During this nine weeks the standards from the third nine
weeks were repeated because they need repetition to maintain the
knowledge. The testing is also completed in this nine weeks which is why
 I made sure the most important standards like those including fractions
were taught in the beginning weeks. Also, the standards taught after the
assessment are ones needed to introduce topics that are important in the
fifth grade standards.
Math Standard(s): 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 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),…
Week #28 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
Science Standard(s): LS.1 Changes in an organism’s environment are
sometimes beneficial to its survival and sometimes harmful.
Math Standard(s): 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 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),…
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
Week #29
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
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.
Science Standard(s): LS.1 Changes in an organism’s environment are
sometimes beneficial to its survival and sometimes harmful.
Math Standard(s): 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
Week #30
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.
 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 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),…
Science Standard(s): LS.1 Changes in an organism’s environment are
sometimes beneficial to its survival and sometimes harmful.
Lost week of instruction due to state testing!
Week #31
Note: Math is tested in 4th and 5th Grade; Science is only tested in 5th Grade
Math Standard(s): 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
Week #32
factor.

Science Standard(s): LS.2 Fossils can be compared to one another and to

present-day organisms according to their similarities and differences.
Math Standard(s): G.1 Draw points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and parallel lines. Identify these
Week #33 in twodimensional figures
Science Standard(s): LS.2 Fossils can be compared to one another and to
present-day organisms according to their similarities and differences.
Math Standard(s): G.1 Draw points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and parallel lines. Identify these
in twodimensional figures.
MD.5 Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle
measurement: a. An angle is measured with reference to a circle 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.
b. An angle that turns through 1/360 of a circle is called a “one-degree
angle,” and can be used to measure angles.
Week #34
MD.6 Measure angles in whole number degrees using a protractor. Sketch
angles of specified measure.
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.
Science Standard(s): LS.2 Fossils can be compared to one another and to
present-day organisms according to their similarities and differences.
Week #35 Math Standard(s): G.1 Draw points, lines, line segments, rays, angles
 (right, acute, obtuse), and perpendicular and parallel lines. Identify these
in twodimensional figures.
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.
G.3 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.
Science Standard(s): LS.2 Fossils can be compared to one another and to
present-day organisms according to their similarities and differences.
Week #36 Performance Assessment: Describe how your assessment aligns with
This performance both the math and science standards introduced during the nine weeks.
assessment must make
the students actively
use the skills they The assessment for the fourth nine weeks was created using the standard
learned during the
nine weeks. You may about changes in an organism’s environment have good and bad impacts
on create one on its survival and mathematic word problems using intervals of time. The
assessment and that
one assessment must assessment has the student solve a word problem and then describe ways
integrate at least one that water pollution can negatively effect the fish population.
(or more) of BOTH the
math and science skills
practiced during the LS.1 Changes in an organism’s environment are sometimes beneficial to its
nine weeks.
survival and sometimes harmful.
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.

Then paste the assessment on the pages below this table.

4 3 2 1
All standard are covered in the All standard are All standard are Not all standards are
pacing guide and standards are covered in the pacing covered in the accounted for in the
covered before they are assessed. guide and standards are pacing guide but pacing guide. _____________ x 5
Standards covered before they are some standards are
The order of standards provides a assessed. assessed before they
logical flow and concepts build are covered.
upon each other (Bruner).
 Rationale clearly describes the Rationale clearly Rationale somewhat Rationale does not
reason behind the specific describes the reason describes the reason describe the reason
sequence of standard delivery. behind the specific behind the specific standards were
Pacing of standard coverage sequence of standard sequence of delivered in a NW1 ___________ x1
discussed and is appropriate for deliver. Pacing of standard deliver. specific sequence
most learners and thought is given standard coverage Pacing of standard and/or pacing is not NW2____________x1
Rationale to alternative pacing and coverage discussed and is coverage is addressed.
recommendations for meeting the appropriate for most discussed and either NW 3 ___________x1
diverse needs of all learners. learners. too fast or two slow
at times. NW 4 ____________x1

Rationale considers how Rationale considers Rationale considers Rationale makes no

instructional decisions align with how instructional how instructional attempt/very NW1 ___________ x1
the timing and flow of the school decisions align with the decisions align with limited to address
year and learners’ needs including timing and flow of the the timing and flow how instructional NW2____________x1
prior knowledge, future-learning school year and of the school year decisions align with
Rationale goals, learning loss over breaks, learners’ needs and learners’ needs the timing and flow NW 3 ___________x1
holidays, and seasons. including prior including prior of the school year
knowledge and future knowledge and/or learners’ NW 4 ____________x1
learning goals. OR needs.
future learning
goals.
The performance assessment is The performance The performance The performance
interactive and requires students assessment is assessment is assessment does not NW1 ___________ x1
to utilize at least one math and interactive and requires interactive and require students to
one science standard taught students to utilize at requires students to utilize at least one NW2____________x1
during the nine weeks. least one math and utilize at least one math and science
Performance Differentiated supports are science standards math and science standard taught NW 3 ___________x1
Assessment included to meet the diverse taught during the nine standards taught during the nine
needs of learners. Assessment weeks. Assessment during the nine weeks. NW 4 ____________x1
criteria are included. criteria are included. weeks. OR
The assessment is
not a performance
assessment.
Performance assessment reflects Performance Performance Performance NW1 ___________ x1
the rigor, level of depth of assessment reflects the assessment reflects assessment does not
knowledge, and content coverage rigor, level of depth of the rigor, level of reflect the level of NW2____________x1
displayed on the state knowledge, and content depth of knowledge depth of knowledge
Performance assessments for the grade level coverage displayed on OR or content coverage NW 3 ___________x1
Assessment selected. the state assessments content coverage on on the state
for the grade level the state assessments for the NW 4 ____________x1
The performance assessment selected. assessments for the grade level of
offers an authentic, real-world grade level selected. selected.
connection.
Citations are listed for all Citations are listed for Citations are listed Citations are not
materials that were not created. all materials that were for all materials that listed.
However, even material that was not created. Material were not created. NW1 ___________ x1
utilized from sources was that was utilized from
modified and improved in some sources was modified NW2____________x1
Citations manner to reflect the teacher but did not significantly
candidate’s personal knowledge change to improve the NW 3 ___________x1
and perspective of content, assessment.
pedagogy, and diverse leaners. NW 4 ____________x1
OR
All materials were created.
Final Points: _______________ x 2
 Fourth Nine Weeks Assessment

Name:_________________________________

Directions: Use your knowledge of measurement

and the effect environment change has on
organisms to solve the problem below.

1. In 2010, the Ohio River had trout fish that

were 15 inches long. Over the past 8 years,
pollution from garbage run-off has negatively
impacted the growth of the fish. The trout are
now ½ an inch smaller per year. How big will
the average trout from the Ohio River be in
2018? What are some ways the garbage run-
off may have created this growth problem?
Write your response below.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
 Second Nine Weeks Assessment

Name:___________________________

Directions: Use your knowledge of place value and

ways that the Earth’s surface changes to solve the
problems below. Use the word bank to tell what
type of change the Earth went through.
Erosion Deposition
1. The water from a large rain storm caused the
rock pieces to move 437 feet down the hill.
Round the feet to the hundredths place and
tell what type of change happened to the
rocks. ________________ _______________________
2. A volcano erupted over many years and
created an island in the ocean that was 138
miles in diameter. Round the diameter to the
nearest tens place and tell what type of
change happened. _________________
__________________
3. Over time, the moving water in the river
caused the soil to move downstream making
the river wider. The river is now 19 feet wide.
Round the width of the river to the tens place
and tell what type of change happened to the
river.
________________________ _______________________
 First Nine Weeks Assessment
Name: _____________________________

Directions: On the map, label two of the landforms

shown. Then, add the two areas of the landforms
you labeled to see how much ground they cover.
Finally, if the total area shown on the map is 892
square feet, how much area is not covered by your
two labeled landforms. Create an equation then
solve.

Equation: ______________________________________________

Areas of landforms
A
A= 197 square feet
B=54 square feet
C= 95 square feet

Sum of area of two labeled landforms ___________________

Total area not covered by two landforms
__________________

Picture citation: http://www.lahistoriaconmapas.com/atlas/iraq-map/maps-with-

landforms.htm
 Third Nine Weeks Assessment

Name: ___________________________

Directions: Circle the correct word to complete the

statement. Then, fill in the fractions to make the
statement true.

1. When matter goes through a change, it is

CONSERVED/DESTROYED.

CHANGE

CHANGE

CHANGE