Fourth Grade- Unit 1- Whole Numbers, Place Value, and Rounding Computation

Unit – 1 - Whole Numbers, Essential Questions Tasks/ On-Core Weeks/ Days

Place Value and Rounding in
Computation  How do digit values change as they are Building 1,000- Task 1 1 Day
moved around in large numbers? Lesson 15
MCC4.OA.1 Interpret a  What determines the value of a digit? Lesson 16
multiplication equation as a  How does estimation keep us from
having to count large numbers individually?
comparison, e.g., interpret 35 = 5 × 7
 How are large numbers estimated?
as a statement that 35 is 5 times as
many as 7 and 7 times as many as
5. Represent verbal statements of Relative Value of Places- 2 Days
 What conclusions can I make about the
multiplicative comparisons as places within our base ten number Task 2
multiplication equations. system? Lesson 15
 What happens to a digit when multiplied Lesson 17
and divided by 10? Lesson 31
MCC4.OA.2 Multiply or divide to
solve word problems involving  What effect does the location of a digit
multiplicative comparison, e.g., by have on the value of the digit?
using drawings and equations with a Number Scramble- Task 3 1 Day
symbol for the unknown number to Lesson 15
 How do digit values change as they are Lesson 16
represent the problem, distinguishing
moved around in large numbers? Lesson 17
multiplicative comparison from  What determines the value of a digit? Lesson 18
additive comparison.

MCC4.OA.3 Solve multistep word  How can we compare large numbers? Ticket Master- Task 4 1 Day
problems posed with whole numbers  What determines the value of a number? Lesson 15
and having whole-number answers  Why is it important for me to be able to Lesson 18
using the four operations, including compare numbers?
problems in which remainders must
be interpreted. Represent these 1 Day
 What is a sensible answer to a real Nice Numbers- Task 5
problems using equations with a Lesson 19
problem?
letter standing for the unknown
 What information is needed in order to
quantity. Assess the reasonableness round whole number to any place?
of answers using mental computation  How can I ensure my answer is
and estimation strategies including reasonable?
rounding.  How can rounding help me compute
numbers?
MCC4.OA.4 Find all factor pairs for
a whole number in the range 1–100.
Recognize that a whole number is a  What is a sensible answer to a real Estimation as a Check- Task 1 Day
problem? 6
multiple of each of its factors.
 What information is needed in order to Lesson 20
Determine whether a given whole Lesson 21
round whole number to any place?
number in the range 1–100 is a  How can I ensure my answer is
multiple of a given one-digit number. reasonable?
Determine whether a given whole
number in the range 1–100 is prime Making Sense of the 2-3 Days
or composite. Algorithm- Task 7
Lesson 20
MCC4.OA.5 Generate a number or  What strategies can I use to help me Lesson 21
Lesson 22
shape pattern that follows a given make sense of a written algorithm?
rule. Identify apparent features of the
pattern that were not explicit in the
rule itself  How can I combine hundreds, tens and 1 Week
Reality Checking- Task 8
ones in two or more numbers efficiently? Lesson 17
MCC4.NBT.1 Recognize that in a  What strategies help me add and Lesson 18
multi-digit whole number, a digit in subtract multi-digit numbers? Lesson 19
one place represents ten times what  How does the value of digits in a number Lesson 20
help me compare two numbers? Lesson 21
it represents in the place to its right.
 How can I round to help me find a Lesson 22
For example, recognize that 700 ÷
reasonable answer to a problem?
70 = 10 by applying concepts of  How does understanding place value
place value and division. help me explain my method for rounding
a number to any place?
MCC4.NBT.2 Read and write multi- At the Circus- Task 9
digit whole numbers using base-ten 3-4 Days
Lesson 23
numerals, number names, and Lesson 25
expanded form. Compare two multi- Lesson 26
digit numbers based on meanings of Lesson 27
the digits in each place, using >, =,  How will diagrams help us determine Lesson 33
and show the products of two-digit Lesson 34
and < symbols to record the results Lesson 36
numbers?
of comparisons.

MCC4.NBT.3 Use place value School Store- Task 10

understanding to round multi-digit  How can I effectively explain my 2 Days
mathematical thinking and reasoning to Lesson 23
whole numbers to any place. Lesson 25
others?
Lesson 26
 What patterns do I notice when I am
MCC4.NBT.4 Fluently add and multiplying whole numbers that can help Lesson 27
subtract multi-digit whole numbers me multiply more efficiently? Lesson 33
using the standard algorithm.  What real life situations require the use Lesson 34
of multiplication? Lesson 36
MCC4.NBT.5 Multiply a whole  How can I use the situation in a story
number of up to four digits by a one- problem to determine the best operation
digit whole number, and multiply two to use?
two-digit numbers, using strategies
based on place value and the Sensible Rounding- Task 11 1 Week
properties of operations. Illustrate  What is a sensible answer to a real Lesson 6
and explain the calculation by using problem? Lesson 9
equations, rectangular arrays, and/or  What information is needed in order to Lesson 37
round whole number to any place? Lesson 38
area models.
Lesson 39
 How can I ensure my answer is
MCC4.NBT.6 Find whole-number Lesson 41
reasonable?
Lesson 43
quotients and remainders with up to  What effect does a remainder have on
Lesson 44
four-digit dividends and one-digit my rounded answer?
divisors, using strategies based on
place value, the properties of
operations, and/or the relationship Compatible Numbers to 3 Days
between multiplication and division. Estimate- Task 12
Illustrate and explain the calculation Lesson 3
Lesson 7
by using equations, rectangular Lesson 40
arrays, and/or area models. Lesson 41
Lesson 42
 How can I mentally compute a division Lesson 44
problem? Lesson 45
 What are compatible numbers and how Lesson 46
do they aid in dividing whole numbers?

 How are multiplication and division Brain Only- Task 13 1 Day

related to each other? Lesson 2
 What are some simple methods for Lesson 28
solving multiplication and division Lesson 33
problems? Lesson 34
 What patterns of multiplication and Lesson 36
division can assist us in problem Lesson 42
solving? Lesson 43
 How can we find evidence to support our What is 2,500 / 300?- Task 14 Warm Up
conclusions? Lesson 13 (Use over time as a
 What happens in division when there are Lesson 37 starter to class.)
zeroes in both the divisor and the Lesson 38
dividend? Lesson 39
 How are remainders and divisors Lesson 40
related?
 What is the meaning of a remainder in a
division problem?

My Son is Naughty- Task 15 2 Days

Lesson 8
Lesson 9
 What are factors?
Lesson 10
 How do I determine the factors of a
Lesson 11
number?

The Factor Game- Task 16 1 Day

Lesson 8
Lesson 9
 What are factors? Lesson 10
 How do I determine the factors of a Lesson 11
number?

1 Day
 How do I identify prime numbers? Investigating Prime and
 How do I identify composite numbers? Composite- Task 17
(Activate Knowledge
 What is the difference between a prime Lesson 12
Lesson 13 about odd and even
and a composite number?
numbers.)

Prime vs. Composite- Task 1 Day

18
 What are multiples?
Lesson 12
 How is skip counting related to
Lesson 13
identifying multiples?
 How can we use clues and reasoning to Finding Multiples- Task 19 1 Day
find an unknown number? Lesson 11

1 Day
 How can we determine the relationships Number Riddles- Task 20
between numbers? Lesson 11
 How can we use patterns to solve Lesson 13
problems? Lesson 14
 How can we describe a pattern?

 What kinds of things are large numbers Earth Day Project- Task 21 1 Day
used to measure? Lesson 13
 How can we tell which number among Lesson 14
many large numbers is the largest or
smallest
 How do people use data to make
decisions in their lives?
 How does numerical data inform us
when choosing a place to live?

 What kinds of things are large numbers

used to measure? It’s in the Number 3 Days
 How can we tell which number among (Culminating)- Task 22 (Test Grade)
many large numbers is the largest or
smallest
 How do people use data to make
decisions in their lives?
 How does numerical data inform us
when choosing a place to live?

 How do multiplication, division, and

School Newspaper 3 Days
estimation help us solve real world
(Culminating)- Task 23 (Test Grade)
problems?
 How can we organize our work when
solving a multi-step word problem?
 How can a remainder affect the answer
 in a division problem?

Teacher notes: Vocabulary:

Algorithm composite digits dividend divisor
division (repeated subtraction) estimate expanded form
factors multiplicand multiplier multiples numbers
numerals partition division (fair-sharing) period
place value prime product properties quotient
remainder rounding
 Fourth Grade- Unit 2- Fraction Equivalents
Unit – 2 Fraction Equivalents Essential Questions Tasks/ On-Core Weeks/ Days/
Centers
MCC4.NF.1 Explain why a fraction Fraction Kits- Task 1 1 Day
a/b is equivalent to a fraction (n × Lesson 47
a)/(n × b) by using visual fraction Lesson 48
Lesson 51
models, with attention to how the
 What is a fraction and how can it be Lesson 52
number and size of the parts differ represented? Lesson 53
even though the two fractions  How can equivalent fractions be Lesson 54
themselves are the same size. Use identified?
this principle to recognize and
generate equivalent fractions. Their Fair Share- Task 2 1 Day
Lesson 47
MCC4.NF.2 Compare two fractions Lesson 48
with different numerators and  How can we use fair sharing to Lesson 51
different denominators, e.g., by determine equivalent fractions? Lesson 52
 How do we know fractional parts are Lesson 53
creating common denominators or Lesson 54
numerators, or by comparing to a equivalent?
benchmark fraction such as 1/2.
Recognize that comparisons are Write About Fractions- Task 3
Lesson 52 2 Days/ Center One
valid only when the two fractions
 How can benchmark fractions be used to Lesson 53
refer to the same whole. Record the
compare fractions? Lesson 54
results of comparisons with symbols
>, =, or <, and justify the
conclusions, e.g., by using a visual Benchmark Fractions- Task 4 Center Two
fraction model.  What are benchmark fractions? Lesson 52
 How are benchmark fractions helpful Lesson 53
MCC4.OA.1 Interpret a when comparing fractions? Lesson 54
multiplication equation as a
comparison, e.g., interpret 35 = 5 × 7 Center Three
 What happens to the value of a fraction More or Less- Task 5
as a statement that 35 is 5 times as
when the numerator and denominator Lesson 52
many as 7 and 7 times as many as are multiplied or divided by the same Lesson 53
5. Represent verbal statements of number? Lesson 54
multiplicative comparisons as  How are equivalent fractions related?
multiplication equations.
MCC4.OA.4 Find all factor pairs for a
whole number in the range 1–100.
Recognize that a whole number is a  How can you compare fraction quantities Closest to 0, ½, or 1- Task 6 Center Four
without adding fractions? Lesson 52
multiple of each of its factors.
 How do you know fractions are Lesson 53
Determine whether a given whole Lesson 54
equivalent?
number in the range 1–100 is a  What can you do to decide whether your
multiple of a given one-digit number. answer is reasonable?
Determine whether a given whole
number in the range 1–100 is prime Equivalent Fractions- Task 7 2-3 Days
or composite. Lesson 47
Lesson 48
Lesson 49
Lesson 50
Lesson 51
 How can equivalent fractions be
Lesson 52
identified?
Lesson 53
 How can fractions be ordered on a Lesson 54
number line?

 How can you compare and order Making Fractions- Task 8 2 Days
fractions? Lesson 52
 How are benchmark fractions helpful Lesson 53
when comparing fractions? Lesson 54
 How do I compare fractions with unlike
denominators?

 What is factor? 2 Days/ Center One

Factor Findings-Task 9
 What does it mean to factor? Lesson 10
 What are some situations which Lesson 11
factoring is appropriate?

 What is factor? Finding Products- Task 10 Center Two

Lesson 10
 What does it mean to factor? Lesson 11
 What are some situations which
factoring is appropriate?
  What is factor? Factor Trail Game- Task 11 Center Three
 What does it mean to factor? Lesson 10
 What are some situations which Lesson 11
factoring is appropriate?

The Sieve of Eratosthenes- 1 Day

Task 12
Lesson 10 (Refer back to Task
 How do we know if a number is prime or Lesson 11 10 in Unit 2)
composite? Lesson 12 (This lesson
 How can we determine whether a references
number is odd or even? Algebraic
 How are factors and multiples defined?
Expressions)

 How can we find equivalent fractions?

1 Day
 In what ways can we model equivalent Pattern Block Puzzles
fractions? (Culminating) Task 13
 How can we find equivalent fractions and
simplify fractions?
 How can identifying factors and multiples
of denominators help to identify
equivalent fractions?
 How can the denominator tell me if a
fraction is in the smallest equivalent fraction?

Teacher notes: Vocabulary:

common fraction composite denominator equivalent sets

factor improper fraction increment mixed number
numerator prime proper fraction term unit fraction
whole number
 Fourth Grade- Unit 3- Adding and Subtracting Fractions
Unit – 3- Adding and Essential Questions Tasks/ On-Core Weeks/ Days/
Subtracting Fractions Centers
 What happens to the denominator Pizza Party- Task 1 1 Day
MCC4.NF.3 Understand a fraction when I add fractions with like Lesson 55
a/b with a > 1 as a sum of fractions denominators? Lesson 56
1/b.  Why does the denominator remain Lesson 61
the same when I add fractions with Lesson 62
a. Understand addition and like denominators? Lesson 63
subtraction of fractions as  How do we add fractions with like
joining and separating parts denominators?
referring to the same whole.
b. Decompose a fraction into a
sum of fractions with the Snacks in a Set- Task 2 TBD
same denominator in more Lesson 47
than one way, recording each Lesson 48
decomposition by an Lesson 49
equation. Justify Lesson 50
decompositions, e.g., by Lesson 51
Lesson 52
using a visual fraction model.  What is a fraction and how can it be
Lesson 53
Examples: 3/8 = 1/8 + 1/8 + represented?
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = Lesson 54
 How can equivalent fractions be Lesson 55
1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. identified?
c. Add and subtract mixed Lesson 56
 How can fraction represent parts of a Lesson 61
numbers with like
set? Lesson 62
denominators, e.g., by
replacing each mixed number  How can I add and subtract fractions of a Lesson 63
with an equivalent fraction, given set?
and/or by using properties of
operations and the
relationship between addition Eggsactly- Task 3 2-3 Days
and subtraction. Lesson 47
d. Solve word problems Lesson 48
involving addition and Lesson 49
subtraction of fractions Lesson 50
referring to the same whole Lesson 51
Lesson 52
and having like  What is a fraction and how can it be
denominators, e.g., by using Lesson 53
represented?
Lesson 54
visual fraction models and  How can equivalent fractions be Lesson 55
equations to represent the identified? Lesson 56
problem.  How can fraction represent parts of a Lesson 61
set? Lesson 62
 How can I add and subtract fractions of a Lesson 63
given set?

 What is a fraction and how can it be Tile Task- Task 4 1 Day

represented? Lesson 55
 How can fraction represent parts of a Lesson 56
set? Lesson 61
 How can I represent fractions in different Lesson 62
ways? Lesson 63
 How can I find equivalent fractions?
 How can I add and subtract fractions of a
given set?

1 Day/ Center
Sweet Fraction- Task 5
Lesson 55
Lesson 56 (Task will be taught
Lesson 59 by using a number
Lesson 61 line.)
 How can you use fractions to solve Lesson 62
addition and subtraction problems? Lesson 63
 What happens to the denominator when
I add fractions with like denominators?

1 Day
 What is a fraction and how can it be Fraction Cookies Bakery-
represented? Task 6
 What is an improper fraction and how Lesson 55
Lesson 56 (Teacher intro into
can it be represented?
Improper Fractions)
 What is a mixed number and how can it Lesson 57
be represented? Lesson 58
Lesson 59
 What is the relationship between a
Lesson 61
mixed number and an improper fraction?
Lesson 62
 How can improper fractions and mixed Lesson 63
numbers be used interchangeably?
 How do we add fractions?
 How do we apply our understanding of
 fractions in everyday life?

1 Day
Rolling Fractions- Task 7
Lesson 55
Lesson 56
Lesson 57
Lesson 58
 How do we subtract fractions?
Lesson 59
 What is an improper fraction and how Lesson 61
can it be represented? Lesson 62
 What is a mixed number and how can it Lesson 63
be represented?

The Fraction Story Game- 1 Day/ Center One

Task 8
Lesson 55
(Summative
Lesson 56
Lesson 57 Assessment)
Lesson 58
Lesson 59
Lesson 61
 How are fractions used in problem- Lesson 62
Lesson 63
solving situations?

Center Two
Fraction Field Events- Task 9
Lesson 55
Lesson 56
Lesson 57
Lesson 58
 How do we add/subtract fractions? Lesson 59
 What is an improper fraction and how Lesson 61
can it be represented? Lesson 62
 What is a mixed number and how can it Lesson 63
be represented?

1 Day
 What is a fraction and how can it be Pizza Parlor (Culminating)-
represented? Task 10
  What is an improper fraction and how (Students select two
can it be represented? Pizzas: one with
 What is a mixed number and how can it improper fractions
be represented? and one with
 What is the relationship between a common fractions.)
mixed number and an improper fraction?
 How can improper fractions and mixed
numbers be used interchangeably?
 How do we add fractions?
 How do we apply our understanding of
fractions in everyday life?

Teacher notes: Vocabulary:

Fraction denominator equivalent sets improper fraction

increment mixed number numerator proper fraction
term unit fraction whole number
 Fourth Grade- Unit 4- Multiplying and Dividing Fractions
Unit – 4- Multiplying and
Dividing Fractions
MCC4.NF.4 Apply and extend
previous understandings of
multiplication to 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?
Essential Questions Tasks/ On-Core Weeks/ Days/
Centers
 How can I be sure fractional parts are A Bowl of Beans- Task 1
equal in size?
 What do the numbers (terms) in a
fraction represent?
 How does the number of equal pieces
affect the fraction name? • How can I
write a fraction to represent a part of a
group?
 How can I represent a fraction of a
discrete model (a set)?
 How are multiplication, division, and
fractions related?
 What does it mean to take a fraction
portion of a whole number? Birthday Cake!- Task 2
 How is multiplication of fractions similar
to division of whole numbers?
 How do we determine the whole amount
when given a fractional value of the
whole?
 How do we determine a fractional value
when given the whole number?
 How can fraction represent parts of a Fraction Clues- Task 3
set?
 How can I represent fractions in different
ways?
 How can I find equivalent fractions?
 How can I multiply a set by a fraction?
 What strategies can be used for finding Area Models- Task 4
 products when multiplying a whole
number by a fraction?
 How can I model the multiplication of a
whole number by a fraction?

 What does it mean to take a fractional Fraction Pie Game- Task 5

portion of a whole number?
 How is multiplication of fractions similar
to division of whole numbers?
 How is multiplication of fractions similar
to repeated addition of fraction?
 What is the relationship between the size
of the denominator and the size of each
fractional piece (i.e. the numerator)?

 How can we use fractions to help us Birthday Cookout- Task 6

solve problems?
 How can we model answers to fraction
problems?
 How can we write equations to represent
our answers when solving word
problems?

 How can I multiply a whole number by a Fraction Farm- Task 7

fraction?
 What is the relationship between
multiplication by a fraction and division?
 How can I represent multiplication of a
whole number?

 What does it mean to take a fraction

Land Grant (Culminating)-
portion of a whole number?
Task 8
 How is multiplication of fractions similar
to division of whole numbers?
 How do we determine the whole amount
when given a fractional value of the
whole?
  How do we determine a fractional value
when given the whole number?

Teacher notes: Vocabulary

Fraction denominator equivalent sets improper fraction

Increment mixed number numerator proper fraction
Term unit fraction whole number
 Fourth Grade- Unit 5- Fractions and Decimals
Unit – 5- Fractions and
Decimals
4.NF Understand decimal notation
for fractions and compare decimal
fractions.
MCC4.NF.5 Express a fraction with
denominator 10 as an equivalent
fraction with denominator 100, and
use this technique to add two
fractions with respective
denominators 10 and 100. For
example, express 3/10 as 30/100,
and add 3/10 + 4/100 = 34/1001.
MCC4.NF.6 Use decimal notation for
fractions with denominators 10 or
100. For example, rewrite 0.62 as
62/100; describe a length as 0.62
meters; locate 0.62 on a number line
diagram.
MCC4.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 the
comparisons with the symbols >, =,
or <, and justify the conclusions, e.g.
by using a visual model.
Essential Questions Tasks Weeks/ Days
 What are the characteristics of a decimal Decimal Fraction Number
fraction? Line- Task 1
 What patterns occur on a number line
made up of decimal fractions?
 What role does the decimal point play in Base Ten Decimals- Task 2
our base-ten system?
 How can I model decimal fractions using
the base-ten and place value system?
 How are decimal fractions written using
decimal notation?
Decimal Designs- Task 3
 What is a decimal fraction and how can it
be represented?
 What is a decimal fraction and how can it Flag Fractions- Task 4
be represented?
 When is it appropriate to use decimal
fractions?
 How are decimal numbers and decimal
fractions related?
 How can decimals and decimal fractions Dismissal Duty Dilemma-
be represented as a part of a whole? Task 5
 When can tenths and hundredths be
Expanding Decimals with
used interchangeably?
Money- Task 6
 When you compare two decimals, how
can you determine which one has the
greater value?
 When can tenths and hundredths be Double Number Line
used interchangeably? Decimals- Task 7
 When you compare two decimals, how
can you determine which one has the
greater value?

 How are decimals and fractions related? Trash Can Basketball- Task 8
 Why is the number 10 important in our
number system?
 How can I write a decimal to represent a
part of a group?
 When we compare two decimals, how do
we know which has a greater value?

 When adding decimals, how does Calculator Decimal Counting-

decimal notation show what I expect? Task 9
How is it different?

 What models can be used to represent Meter of Beads- Task 10

decimals?
 What are the benefits and drawbacks of
each of these models?

 How does the metric system of Measuring Up- Task 11

measurement show decimals?
 How can I combine the decimal length of
objects I measure?

 What models can be used to represent Decimal Line Up- Task 12

decimals?
 What are the benefits and drawbacks of
each of these models?
  How do you order two-digit decimal In the Paper- Task 13
fractions?
 How are decimal numbers and decimal
fractions related?
 What is a decimal fraction and how can it
be represented?
 When is it appropriate to use decimal
fractions?

 How can decimal fractions help me

Taxi Trouble- Task 14
determine the best choices on how to
spend my money?

 How can I determine the best cell phone Cell Phone Plans
plan? (Culminating)- Task 15

Teacher notes: Vocabulary

Decimal decimal fraction decimal point denominator

equivalent sets increment numerator term
unit fraction whole number

Unit – 6- Geometry
4.G Draw and identify lines and
angles, and classify shapes by
properties of their lines and
angles.
MCC. 4.G.1 Draw points, lines, line
segments, rays, angles (right, acute,
obtuse), and perpendicular and
parallel lines. Identify these in two-
dimensional figures.
MCC.4.G.2 Classify two-dimensional
figures based on the presence or
absence of parallel or perpendicular
lines, or the presence or absence of
angles of a specified size. Recognize
right triangles as a category, and
identify right triangles.
MCC.4.G.3 Recognize a line of
symmetry for a two-dimensional
figure as a line across the figure
such that the figure can be folded
along the line into matching parts.
Identify line-symmetric figures and
draw lines of symmetry.
Fourth Grade- Unit 6- Geometry
Essential Questions Tasks Weeks/ Days
 What are the geometric objects that What Makes a Shape?- Task
make up figures? 1
 What are the mathematical conventions
and symbols for the geometric objects
that make up certain figures?
 How can we sort two-dimensional figures Angle Shape Sort- Task 2
by their angles?
 What makes an angle a right angle?
Is This the Right Angle?-
 How can you use only a right angle to
Task 3
classify all angles?
 What properties do geometric objects Be an Expert- Task 4
have in common?
 How are geometric objects different from
one another?
 What are triangles? Thoughts About Triangles-
 How can you create different types of Task 5
triangles?
 How are triangles alike and different?
 What are the properties of triangles?
 How can triangles be classified by the
measure of their angles?
 How can angle and side measures help
My Many Triangles- Task 6
us to create and classify triangles?
 What is a quadrilateral? Quadrilateral Roundup- Task
 How can you create different types of 7
quadrilaterals?
 How are quadrilaterals alike and
different?
 What are the properties of
quadrilaterals?
 How can the types of sides be used to
classify quadrilaterals?

 What is symmetry?
Superhero Symmetry- Task 8
 How are symmetrical figures created?

 How do you determine lines of Line Symmetry- Task 9

symmetry? What do they tell us?
 How is symmetry used in areas such as
architecture and art? In what areas is
symmetry important?

 How do you determine lines of A Quilt of Symmetry- Task 10

symmetry? What do they tell us?
 How are symmetrical figures used in
artwork?

Decoding ABC Symmetry-

 Which letters of the alphabet are
Task 11
symmetrical?

 Where is geometry found in your Geometry Town

everyday world? (Culminating)- Task 12
 How can shapes be classified by their
angles and lines?
 How can you determine the lines of
symmetry in a figure?
Teacher notes: Vocabulary:

acute angle angle equilateral triangle isosceles triangle

line of symmetry obtuse angle parallel lines
parallelogram perpendicular lines plane figure polygon
quadrilateral rectangle rhombus right angle
scalene triangle side square symmetry triangle
trapezoid vertex (of a 2-D figure)

Unit – 7- Measurement
MCC4.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)
MCC4.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.
MCC4.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
Fourth Grade- Unit 7- Measurement
Essential Questions Tasks Weeks/ Days
 What is a unit? Measuring Mania- Task 1
 How are the units of linear measurement
within a standard system related?
 Why are units important in
measurement?
 How are data collected? What’s the Story?- Task 2
 How do we determine the most
appropriate graph to use to display the
data?
 How will we interpret a set of data?
 How do graphs help explain real-world
situations?
 How is perimeter different from area? Perimeter and Area- Task 3
 What is the relationship between area
and perimeter when the area is fixed?
 What is the relationship between area
and perimeter when the perimeter is
fixed?
 How does the area change as the
rectangle’s dimensions change (with a
fixed perimeter)?
 How are the units used to measure
perimeter like the units used to measure
area?
 How are the units used to measure
perimeter different from the units used to
measure area?
 What is the difference between a gram Setting the Standard- Task 4
and a kilogram?
 What is weight (mass when using a
multiplication equation with an
unknown factor.
Represent and interpret data.
MCC4.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.
A line plot shows the “shape” of the
data and provides the foundation for
future data concepts,
such as mode and range.
Geometric Measurement -
understand concepts of angle and
measure angles.
MCC4.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. An angle that
turns through 1/360 of a circle is
called a “one-degree
angle,” and can be used to measure
angles.
b. An angle that turns through n one-
degree angles is said to have an
angle measure of n
balance)?
 Why do we measure weight?
 What units are appropriate to measure
weight?
 What around us weighs about a gram?
 How are units in the same system of
measurement related?
 What happens to a measurement when
we change units?
Worth the Weight- Task 5
 How are grams and kilograms related?
 What around us weighs about a gram?
About a kilogram?
 When should we measure with grams?
Kilograms?
 What happens to a measurement when
we change units?
 Why are units important in A Pound of What?- Task 6
measurement?
 What units are appropriate to measure
weight?
 How heavy does one pound feel?
 What do you do if a unit is too heavy to Exploring an Ounce- Task 7
measure an item?
 What units are appropriate to measure
weight?
 When do we use conversion of units? Too Heavy? Too Light?- Task
 Why are units important in 8
measurement?
 What happens to a measurement when
we change units?
degrees.
MCC4.MD.6. Measure angles in
whole-number degrees using a
protractor. Sketch angles of
specified measure.
MCC4.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.
 Can different size containers have the Capacity Line-Up- Task 9
same capacity?
 How can we estimate and measure
capacity?
 How are fluid ounces, cups, pints,
quarts, and gallons related? More Punch Please!- Task 10
 How can fluid ounces, cups, pints,
quarts, and gallons be used to measure
capacity?
 Why do we need to be able to convert
between capacity units of measurement?
 How do we compare metric measures of Water Balloon Fun!- Task 11
milliliters and liters?
 How do we compare customary
measures of fluid ounces, cups, pints,
quarts, and gallons?
 What happens to a measurement when Dinner at the Zoo/ Naptime at
we change units? the Zoo (Culminating)- Task
 How do we use weight measurement? 12
 Why is it important to be able to measure
weight?
 How do we compute area and
perimeter?
Which Wedge is Right?- Task
 Why are standard units important?
1
 How does a circle help with
measurement?
Angle Tangle- Task 2
 How are a circle and an angle related?
 How is a circle like a ruler? Build an Angle Ruler- Task 3
 How can we measure angles using
wedges of a circle?

 How do we measure an angle using a Guess My Angle!- Task 4

protractor?
 Why do we need a standard unit with
which to measure angles?
 What are benchmark angles and how
can they be useful in estimating angle
measures?

 How does a turn relate to an angle? Turn, Turn, Turn- Task 5

 What does half rotation and full rotation
mean?
 What do we actually measure when we
measure an angle?

 How are the angles of a triangle related? Summing It Up- Task 6

 What do we know about the
measurement of angles in a triangle?

 How can we use the relationship of Angles of Set Squares

angle measures of a triangle to solve (Culminating)- Task 7
problems?
 How can angles be combined to create
other angles?
 How can we use angle measures to
draw reflex angles?
Teacher notes: Vocabulary

centimeter(cm) cup (c) customary foot (ft) gallon (gal)

gram (g) kilogram (kg) kilometer (km) liquid volume
liter (L) mass measure meter (m) metric mile (mi)
milliliter (mL) ounce (oz) pint (pt) pound (lb)
quart (qt) relative size ton weight yard (yd) data
line plot acute angle angle arc circle degree
measure obtuse angle one-degree angle protractor
reflex angle right angle straight angle intersect