Week of May 6 - 10
On Monday and Tuesday, the class will complete the math portions of the Milestones, and then we will be finished with the state tests! For the rest of the week, we will continue working on finding the area and perimeter of composite shapes (a shape created with 2 or more shapes). The students will also review all the standards from Unit 6, Reasoning with Shapes. These concepts include symmetry, polygons, quadrilaterals, and triangles.
The final assessment for Unit 6 will be on Tuesday, May 14. In preparation for the test, a study guide will be coming home soon. You may also want to review the videos on these concepts with your child, starting from the week of March 25.
This post will be the last one of the year, for the final weeks will be spent reviewing all of the fourth grade standards and engaging in project-based learning activities. It has been a fantastic year working with your children!!
Videos to review:
Standards addressed:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Georgia Milestones Resources: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Milestones_Resources.aspx
Week of April 29 - May 3
This week the children will spend a day reviewing third grade math skills in preparation for next week’s math section of the Milestones. They will also continue to review area and perimeter of both rectangles and irregular shapes.
Standards addressed:
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Week of April 22 - 26
This week the children continue to learn about area (the measure of space inside a shape, measured in square units) and perimeter (the distance around the outside of a shape). After that, they begin learning how to find the area of irregular figures (also known as composite figures) by decomposing the figure into individual rectangles, finding the area of each one, and adding the areas together.
Videos to watch:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Week of April 15 - 19
Due to the busy week and the children requiring additional time for the iReady diagnostic, we will start symmetry this week. An object has line symmetry if it can be folded over a line so that one half of the object matches the other half. Some figures have no lines of symmetry, while others have multiple lines of symmetry! After symmetry, we move onto area (the measure of space inside a shape, measured in square units). The children will review using square units to find the area of an object as well as finding the area by multiplying length times width.
Videos to watch:
Standards addressed:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Week of April 8 - 12
This week students continue to classify, compare, and contrast polygons including quadrilaterals (square, rectangle, parallelogram, rhombus, trapezoid, kite) and triangles. Students will learn to classify triangles by their sides (equilateral, isosceles, and scalene) and angles (acute, right, and obtuse). On Thursday, students will complete the Spring i-Ready Math Diagnostic, and finally, we will move onto lines of symmetry. A line of symmetry divides a shape into two congruent, or equal, parts. These lines can be vertical, horizontal, or diagonal.
Videos to Watch:
Standards addressed:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
Week of March 25 - 29
This week we start off by reviewing geometric properties: identifying and drawing points, lines, line segments, rays, and angles (right, acute, obtuse. The students will also identify the differences and similarities among two dimensional figures based on the absence or presence of parallel or perpendicular lines and types of angles. From there, we move into creating and classifying quadrilaterals (square, rectangle, parallelogram, rhombus, trapezoid, kite).
Videos to Watch:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
Week of March 18 - 22
This week, we finish Unit 5 on measuring angles. The children will continue to work on using a protractor to read and draw angles. Then, on Wednesday, March 20, they will take the unit assessment. After that, we begin Unit 6, Reasoning with Shapes. To kick off the unit, we review how to draw points, lines, line segments, rays, and parallel and perpendicular lines. The children will also learn to identify types of angles in 2-dimensional figures.
Videos to Watch:
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
Week of March 11 - 15
For this short week, our focus will be on using a protractor to accurately measure and draw angles. The students will also learn how to determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor. We will complete the Unit 5 Study Guide in preparation for next week’s Unit 5 Assessment on Wednesday, March 20.
Videos to watch:
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of March 4 - 8
This week the children will review fractional turns in a circle and how to find the measure of an angle by using the fractional parts of a circle. For example, one-fourth turn of a circle is equal to 90 degrees. If a circle is split into six equal parts, then one sixth of a circle is equal to 60 degrees. The students will also learn to determine a missing factor in relation to the 360-degrees in a circle. Finally, at the end of the week we will begin learning how to measure angles using a protractor!
Videos to watch:
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of February 26 - March 1
This week we review classifying angles as either right (a 90-degree angle), acute (an angle less than 90 degrees), or obtuse (an angle greater than 90 degrees). Protractors aren’t being introduced yet, but the children will learn how to measure angles using non-standard units, such as wedges. They will apply their knowledge of the degrees in a whole, half, or quarter turn of a circle to help them with their measurements. They will also use missing factors or division to determine the angle measurement of different pattern blocks or angles in the real-world within a 360-degree measurement.
Videos to Watch:
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of February 21 - 23
We are beginning our sixth math unit, Building Conceptual Understanding of Angle Measurement. In this unit, students will begin measuring and exploring angles as an attribute to shapes. Later, they will be introduced to the idea of degrees using a 360° protractor. Endpoint, ray, line segment, parallel, perpendicular, intersecting, acute angle, right angle, and obtuse angle are vocabulary words we will be using this week. The children will also learn to measure angles using a non-standard unit, the wedge, and how to use a known right angle to help classify other angles as either obtuse, acute, or right.
Videos to Watch:
Standards addressed:
4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles.
4.GSR.7.2 Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of February 12 - 16
This week we wrap up Unit 4: Investigating Fractions and Decimals by learning how to measure lengths of objects using appropriate tools. The students will learn how to measure smaller objects to the nearest centimeter and how to convert centimeters to meters using decimal notation. The children will also be introduced to the fifth-grade math standards of rounding decimals and decimals to the thousandths!
Our unit test will be on Friday, February 16.
Here are some of the questions we have addressed over the course of this unit:
Standards addressed:
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
4.MDR.6.1 Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit based on the idea of equivalence.
4.MDR.6.2 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
4.MDR.6.3 Create dot plots to display a distribution of numerical (quantitative) measurement data.
Week of February 5 - 9
This week we learn to compare and order decimals to the nearest tenths and hundredths. We continue to review converting decimals to fractions and fractions to decimals, and students will also plot decimals and fractions on a number line. Our Unit 4B assessment will be on Friday, February 16!
Videos of key concepts:
Standards addressed:
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
Week of January 29 - February 2
Last week the students learned to write fractions as tenths (0.7 = 7/10) and hundredths (0.23 = 23/100). This week we will continue to practice forming equivalent fractions with denominators of 10 and 100. From there, students will add two fractions with the denominators of 10 and 100. They will also represent fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
Videos to watch:
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
Week of January 22 - 26
This week the children are going to return to working with equivalent fractions, and they will learn to change fractions with a denominator of 10 into equivalent fractions that have a denominator of 100. They will also learn about decimal fractions! Fractions with denominators of 10, 100, 1000, and so on will be referred to as decimal fractions. Fractions such as 7/10 or 63/100 can also be written as 0.7 and 0.63 and are examples of decimal fractions. The phrase “decimal fractions” is often shortened to “decimals.” Students will be introduced to vocabulary such as decimal tenths, hundredths, and thousandths. They will learn place value through the tenths and hundredths and how to express fractions as tenths and hundredths.
Videos to Watch:
Standards addressed:
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
Week of January 15 - 19
We are now moving into the second part of Unit 4, Investigating Fractions and Decimals. Our focus this week will be on measuring objects to the nearest 1/8 inch to use for data collection. With the measurement data they gather, the children will create line plots to display information. They will also interpret the data they gathered.
Videos for review:
Standards addressed:
4.MDR.6.1 Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit based on the idea of equivalence.
4.MDR.6.2 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
4.MDR.6.3 Create dot plots to display a distribution of numerical (quantitative) measurement data.
Week of January 8 - 12
We start the week off by reviewing everything we’ve learned about fractions so far, which includes the following:
Standards addressed:
4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.
4.NR.4.1-Using concrete materials, drawings, and number lines, demonstrate & explain the relationship between equivalent fractions.
4.NR.4.4-Represent whole numbers and fractions as the sum of unit fractions.
4.NR.4.5-Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
4.NR.4.6-Add and subtract fractions and mixed numbers with like denominators using a variety of tools.
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single-digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.NR.2.3: Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
4.NR.2.4: Solve real-life division problems involving up to 4-digit dividends and 1-digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, & relationships between operations.
4.NR.2.5: Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of December 11 - 15
This week we continue to compare fractions using benchmark fractions and the “butterfly method” (cross-multiplying). Benchmark numbers are numbers such as 0, ½, and 1, and they serve as guides to help compare fractions. Students will also use what they know about finding common denominators and simplifying fractions to put them in order because it's easier when the denominator or the numerator is the same. We've discovered that as the fractions get bigger, drawing fraction bars or other models can't help us because drawing them becomes difficult. Lastly, we will work on solving word problems with fractions.
Videos for review:
Standards addressed:
4.NR.4.2-Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.3-Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.4 Represent whole numbers and fractions as the sum of unit fractions.
4.NR.4.5 Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
Week of December 4 - 8
Last week we learned that when make an equivalent fraction, you multiply the fraction by the whole number one written in fraction form. This week we will begin comparing fractions using a number line, benchmark fractions, fraction models, and the “butterfly method” (cross-multiplying). To simplify, or reduce a fraction, the fraction is divided by the whole number one written in fraction form. This is why learning the identity property for multiplication and division in 3rd grade math is so important now!
Videos for review:
Standards addressed:
4.NR.4.1-Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.
4.NR.4.2-Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.3-Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.
Week of November 27 - December 1
This week we begin our fourth unit, Investigating Fractions and Decimals. The students will review what fractions are (equal parts of a whole) and the parts of a fraction (numerator – the parts of the whole that are taken or shaded, and denominator – the total number of equal parts). Then, they will learn about equivalent fractions and the following concepts:
Standards addressed:
4.NR.4.1 Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.
4.NR.4.2 Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.3 Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole. o 4.NR.4.4 Represent whole numbers and fractions as the sum of unit fractions.
4.NR.4.5 Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.
Week of November 13 - 17
Last week we worked on division with remainders and dividing with the traditional algorithm. We also learned what to do with remainders in division using the DURT strategy: Drop, Use, Round up, Turn into a fraction. This week the children have a quick introduction to capacity and mass and how to solve problems involving elapsed time. Our Unit 3 test will be on Friday, November 17.
In addition to reviewing your child's Math INB and the study guide, another great way for your child to revisit skills is to watch the videos for multiplication and/or division posted throughout this unit.
Video resources on division methods:
Standards addressed:
4.NR.2.3 Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
4.NR.2.4 Solve real-life division problems involving up to 4-digit dividends and 1-digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, and the relationships between operations.
4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
4.MDR.6.1 Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit.
4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of November 6 - 10
This week we jump into division. The students begin with reviewing division vocabulary (dividend, divisor, quotient). From there we move into learning how to divide larger numbers. The children will learn division with partial quotients and the standard algorithm, and they may use the method of their choice. We will also learn what to do with remainders in division by learning DURT, which stands for Drop, Use, Round up, Turn into a fraction. The unit 3 assessment will be next Friday, November 17.
Videos of concepts covered:
Standards addressed:
4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations.
Week of October 30 - November 3
The children have worked hard to learn multiplication of 2-digit by 2-digit numbers using the area model and partial products. This week we jump into using the standard algorithm of multiplication. On Friday the children will review division vocabulary (dividend, divisor, quotient) and then be introduced to long division. One method of long division is using partial quotients. (In my opinion, this strategy requires more higher-level thinking than the traditional algorithm.) When it comes to solving multiplication and division problems, the children are exposed to different techniques and can then choose the method(s) that work the best for them.
Videos of concepts covered:
Standards addressed:
4.NR.2.3: Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
4.NR.2.5: Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of October 23 - 27
This week we begin our third math unit, Multiplication and Division of Whole Numbers! Now that the children have learned about factors and multiples, it is time to jump into multiplicative comparisons and multi-digit multiplication. At this point it is important that your child is fluent with the multiplication facts from 1 to 12 to help with multiplying 1-digit by 2-digit numbers (and 2-digit by 2-digit numbers).
Believe it or not, there are many multiplication strategies, and the children will learn how to multiply using the area model, the distributive property (or the break-apart method), and partial products (multiplying by place value). A multiplicative comparison involves comparing two quantities such that when one is multiplied by a specified number, the other is produced. For example, Sam has twice as many balloons as Sid. Sid has 3 balloons. Sam has twice as many balloons as Sid. So, the number of balloons with Sam = 2 × 3 = 6. (Definition and example taken from Splash Learn.)
Videos of concepts covered:
Standards addressed:
4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations.
4.NR.2.2: Interpret, model, and solve problems involving multiplicative comparison.
4.NR.2.3: Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
Week of October 16 - 20
This week the children analyze data sets and find patterns in them. Then they use the data to create bar graphs. After that, we wrap up Unit 2, Exploring Real Life Phenomena through Patterning and Algebraic Reasoning. Our test will be this Friday, October 20. In this unit, the children learned the following concepts:
Standards addressed:
4.PAR.3.1: Generate both number and shape patterns that follow a provided rule.
4.PAR.3.2: Use input-output rules, tables, and charts to represent and describe patterns find relationships, and solve problems.
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single-digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of October 12 - 13
This week we finish delving into prime and composite numbers. A prime number can be divided evenly only by one or itself. (Example: Five can only be divided evenly by 1 or 5, so it is a prime number.) A composite number can be divided evenly by numbers other than one or itself. (Example: Nine can be divided evenly by 1, 3, and 9.) Our Unit 2 test, Exploring Real-life Phenomena through Patterning and Algebraic Reasoning, will be next Friday, October 20. A study guide will be sent home on Friday. To get a jump start on multiplication and division fluency for the next unit, your child can now work on multiplying and dividing using Fluency Flight, a new math fact fluency program by the makers of i-ready. This program is designed to build students’ math fact fluency with games and activities that are personalized to the facts they're learning.
Videos of concepts covered (reviewed from prior weeks):
tandards addressed:
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of October 2 - 6
This week we will continue to work on multiples and factors. A multiple is a product of a given number and another number; it’s basically skip counting! A factor is a number that is being multiplied, and a factor pair is a pair of numbers multiplied together to get a product. A number that is prime only has two factors, one and itself, while a number that is composite has multiple factors. The number 1 is neither prime nor composite!
Videos of concepts covered:
Standards addressed:
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of September 25 - 29
This week we will cover multiples and factors of a number. A multiple is a product of a given number and another number. A factor is a number that is being multiplied, and a factor pair is a pair of numbers multiplied together to get a product. A number that is prime only has two factors, one and itself, while a number that is composite has multiple factors. The number 1 is neither prime nor composite!
Videos of concepts covered:
Standards addressed:
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of September 18 - 22
We begin Unit 2: Exploring Real-life Phenomena through Patterning and Algebraic Reasoning. In this unit, students will create and extend shape and number patterns and build an understanding of how to generate number and shape patterns that follow a rule. They will also explore factor pairs and prime and composite numbers. This week we will explore, extend, and analyze shape and number patterns. The students will learn how to use input-output tables and charts to represent patterns, find relationships and solve authentic problems.
Resources:
Standards addressed:
4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.
4.MDR.6: Measure time and objects that exist in the world to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions.
Week of September 11 - 15
This week we will make observations about and collect data using bar and pictographs to answer questions and solve problems. Then, we will review the Unit 1 concepts and standards in preparation for the Unit 1 test on Friday, September 15. The unit test will cover the following standards that we have learned:
Please click here to access the parent letter for fourth grade.
Standards addressed:
Week of August 28 - September 1
This week we review addition properties and adding large numbers - checking with the inverse operation. Regrouping to the millions place is the same as regrouping to the hundreds place - it's just a few more steps! We will also review subtraction strategies and subtracting large numbers, again checking with the inverse operation.
Videos of concepts covered: Review video:
Please click here to access the parent letter for fourth grade.
Standards addressed:
4.NR.1.1 Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form.
4.NR.2.1 Fluently add and subtract multi-digit numbers to solve real-life, mathematical problems using place value understanding, properties of operations, and relationships between operations.
4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of August 21 - 25
In our first weeks of math, students learned that as you go to the left on the place value chart, the value of a digit increases x10. We know that a 2 in the hundred-thousands place is 10,000 times more than a 2 in the tens place. Remembering what students learned last year - how to multiply by multiples of 10 is very important! This week, we move onto rounding large numbers. On Thursday, we will have a major test grade on place value, comparing numbers, and rounding. The children will be allowed to use their Math Interactive Notebooks on the assessment, and they are welcome to bring them home.
Videos of concepts covered:
Please click here to access the parent letter for fourth grade.
Please click here to watch a video that explains the mathematics skills and concepts students will learn.
Standards addressed:
4.NR.1.1 Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form.
4.NR.1.3 Use place value reasoning to represent, compare, and order multi-digit numbers, using >, =, and < symbols to record the results of comparisons.
4.NR.1.4 Use place value understanding to round multi-digit whole numbers.
4.NR.2.1 Fluently add and subtract multi-digit numbers to solve real-life, mathematical problems using place value understanding, properties of operations, and relationships between operations.
Week of August 14 - 18
Welcome to the accelerated math page! Each week, this section of the website will provide a brief summary of what the children will learn as well as links to helpful videos.
Last week we kicked off our first unit of fourth grade math, "Making Relevant Connections with Place Value Understanding, Addition, and Subtraction of Whole Number." The children learned how to read and write numbers beyond the hundred thousands, how place value uses multiples of 10, and the difference between a number's place and its value.
Videos of concepts covered:
Please click here to watch a video that explains the mathematics skills and concepts students will learn.
Standards addressed:
4.NR.1: Recognize patterns within the base ten place value system with quantities presented in real-life situations to compare and round multi-digit whole numbers through the hundred-thousands place and compare decimal numbers to the hundredths place.
4.NR.2 Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations.
4.MDR.6 Measure time and objects that exist in the world to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions
On Monday and Tuesday, the class will complete the math portions of the Milestones, and then we will be finished with the state tests! For the rest of the week, we will continue working on finding the area and perimeter of composite shapes (a shape created with 2 or more shapes). The students will also review all the standards from Unit 6, Reasoning with Shapes. These concepts include symmetry, polygons, quadrilaterals, and triangles.
The final assessment for Unit 6 will be on Tuesday, May 14. In preparation for the test, a study guide will be coming home soon. You may also want to review the videos on these concepts with your child, starting from the week of March 25.
This post will be the last one of the year, for the final weeks will be spent reviewing all of the fourth grade standards and engaging in project-based learning activities. It has been a fantastic year working with your children!!
Videos to review:
- Area and Perimeter of Irregular Shapes
- Math with Mr. J- Area of Composite Figures
Standards addressed:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Georgia Milestones Resources: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Milestones_Resources.aspx
Week of April 29 - May 3
This week the children will spend a day reviewing third grade math skills in preparation for next week’s math section of the Milestones. They will also continue to review area and perimeter of both rectangles and irregular shapes.
Standards addressed:
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Week of April 22 - 26
This week the children continue to learn about area (the measure of space inside a shape, measured in square units) and perimeter (the distance around the outside of a shape). After that, they begin learning how to find the area of irregular figures (also known as composite figures) by decomposing the figure into individual rectangles, finding the area of each one, and adding the areas together.
Videos to watch:
- Flocabulary: Area and Perimeter
- Math Antics: Perimeter
- Area and Perimeter
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Week of April 15 - 19
Due to the busy week and the children requiring additional time for the iReady diagnostic, we will start symmetry this week. An object has line symmetry if it can be folded over a line so that one half of the object matches the other half. Some figures have no lines of symmetry, while others have multiple lines of symmetry! After symmetry, we move onto area (the measure of space inside a shape, measured in square units). The children will review using square units to find the area of an object as well as finding the area by multiplying length times width.
Videos to watch:
- Turtle Diary – Lines of Symmetry
- Numberock – Lines of Symmetry
- Math with Mr. J – How to Find the Area of a Rectangle
- Area of a Rectangle
Standards addressed:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.
Week of April 8 - 12
This week students continue to classify, compare, and contrast polygons including quadrilaterals (square, rectangle, parallelogram, rhombus, trapezoid, kite) and triangles. Students will learn to classify triangles by their sides (equilateral, isosceles, and scalene) and angles (acute, right, and obtuse). On Thursday, students will complete the Spring i-Ready Math Diagnostic, and finally, we will move onto lines of symmetry. A line of symmetry divides a shape into two congruent, or equal, parts. These lines can be vertical, horizontal, or diagonal.
Videos to Watch:
- Math with Mr. J – Introduction to Symmetry
- Math with Mr. J – Symmetry Part 2
- Khan Academy: Classifying Triangles by Angles
- Khan Academy – Identifying Symmetrical Figures
Standards addressed:
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
Week of March 25 - 29
This week we start off by reviewing geometric properties: identifying and drawing points, lines, line segments, rays, and angles (right, acute, obtuse. The students will also identify the differences and similarities among two dimensional figures based on the absence or presence of parallel or perpendicular lines and types of angles. From there, we move into creating and classifying quadrilaterals (square, rectangle, parallelogram, rhombus, trapezoid, kite).
Videos to Watch:
- Math Antics: Classifying Quadrilaterals
- Dylan Peters - Classifying Quadrilaterals
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.
Week of March 18 - 22
This week, we finish Unit 5 on measuring angles. The children will continue to work on using a protractor to read and draw angles. Then, on Wednesday, March 20, they will take the unit assessment. After that, we begin Unit 6, Reasoning with Shapes. To kick off the unit, we review how to draw points, lines, line segments, rays, and parallel and perpendicular lines. The children will also learn to identify types of angles in 2-dimensional figures.
Videos to Watch:
- Mashup Math - How to Use a Protractor
- LearnZillion – Identify Points, Lines, Line Segments, and Rays
- Math with Mr. J – Lines, Line Segments, and Rays
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
Week of March 11 - 15
For this short week, our focus will be on using a protractor to accurately measure and draw angles. The students will also learn how to determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor. We will complete the Unit 5 Study Guide in preparation for next week’s Unit 5 Assessment on Wednesday, March 20.
Videos to watch:
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of March 4 - 8
This week the children will review fractional turns in a circle and how to find the measure of an angle by using the fractional parts of a circle. For example, one-fourth turn of a circle is equal to 90 degrees. If a circle is split into six equal parts, then one sixth of a circle is equal to 60 degrees. The students will also learn to determine a missing factor in relation to the 360-degrees in a circle. Finally, at the end of the week we will begin learning how to measure angles using a protractor!
Videos to watch:
- Khan Academy: Angle Measurement & Circle Arcs
- Degrees in Fractional Parts of a Circle
- Math Antics: Angles and Degrees
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of February 26 - March 1
This week we review classifying angles as either right (a 90-degree angle), acute (an angle less than 90 degrees), or obtuse (an angle greater than 90 degrees). Protractors aren’t being introduced yet, but the children will learn how to measure angles using non-standard units, such as wedges. They will apply their knowledge of the degrees in a whole, half, or quarter turn of a circle to help them with their measurements. They will also use missing factors or division to determine the angle measurement of different pattern blocks or angles in the real-world within a 360-degree measurement.
Videos to Watch:
- Khan Academy: Acute, Right, & Obtuse Angles
- Math Antics: Angle Basics
- NumbeRock: Angles Song
Standards addressed:
4.GSR.7.1-Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.2- Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of February 21 - 23
We are beginning our sixth math unit, Building Conceptual Understanding of Angle Measurement. In this unit, students will begin measuring and exploring angles as an attribute to shapes. Later, they will be introduced to the idea of degrees using a 360° protractor. Endpoint, ray, line segment, parallel, perpendicular, intersecting, acute angle, right angle, and obtuse angle are vocabulary words we will be using this week. The children will also learn to measure angles using a non-standard unit, the wedge, and how to use a known right angle to help classify other angles as either obtuse, acute, or right.
Videos to Watch:
- LearnZillion – Identify Points, Lines, Line Segments, and Rays
- Math with Mr. J – The Difference between a Line, Line Segment & Ray
- Khan Academy – Line, Line Segments, and Rays
- NumberRock – Parallel and Perpendicular Lines
Standards addressed:
4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles.
4.GSR.7.2 Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.
Week of February 12 - 16
This week we wrap up Unit 4: Investigating Fractions and Decimals by learning how to measure lengths of objects using appropriate tools. The students will learn how to measure smaller objects to the nearest centimeter and how to convert centimeters to meters using decimal notation. The children will also be introduced to the fifth-grade math standards of rounding decimals and decimals to the thousandths!
Our unit test will be on Friday, February 16.
Here are some of the questions we have addressed over the course of this unit:
- What is a decimal fraction and how can it be represented?
- What models can be used to represent decimals?
- What patterns occur on a number line made up of decimal fractions?
- When adding decimals, how does decimal notation show what I expect? How is it different?
- When do we use decimal fractions?
- When you compare two decimals, how can you determine which one has the greater value?
Standards addressed:
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
4.MDR.6.1 Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit based on the idea of equivalence.
4.MDR.6.2 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
4.MDR.6.3 Create dot plots to display a distribution of numerical (quantitative) measurement data.
Week of February 5 - 9
This week we learn to compare and order decimals to the nearest tenths and hundredths. We continue to review converting decimals to fractions and fractions to decimals, and students will also plot decimals and fractions on a number line. Our Unit 4B assessment will be on Friday, February 16!
Videos of key concepts:
- Number Rock - Comparing Decimals
- Comparing 10ths and 100ths
- Math with Mr. J – Comparing Decimals
Standards addressed:
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
Week of January 29 - February 2
Last week the students learned to write fractions as tenths (0.7 = 7/10) and hundredths (0.23 = 23/100). This week we will continue to practice forming equivalent fractions with denominators of 10 and 100. From there, students will add two fractions with the denominators of 10 and 100. They will also represent fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
Videos to watch:
- Math with Mr. J - Writing Tenths and Hundredths
- Brainpop – Decimals
- Math with Mr. J – Adding Decimals
- Math Antics - Decimal Arithmetic (also has a section on multiplying decimals)
- Khan Academy – Adding Decimals
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
Week of January 22 - 26
This week the children are going to return to working with equivalent fractions, and they will learn to change fractions with a denominator of 10 into equivalent fractions that have a denominator of 100. They will also learn about decimal fractions! Fractions with denominators of 10, 100, 1000, and so on will be referred to as decimal fractions. Fractions such as 7/10 or 63/100 can also be written as 0.7 and 0.63 and are examples of decimal fractions. The phrase “decimal fractions” is often shortened to “decimals.” Students will be introduced to vocabulary such as decimal tenths, hundredths, and thousandths. They will learn place value through the tenths and hundredths and how to express fractions as tenths and hundredths.
Videos to Watch:
- Numberock: Relating Fractions to Decimals
- Math Antics Decimal Place Value
- Khan Academy: Decimal Place Value
- Decimal Numbers: Hundredths and Tenths
Standards addressed:
4.NR.5.1 Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
4.NR.5.2 Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5.3 Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or ‹ and justify the conclusions.
Week of January 15 - 19
We are now moving into the second part of Unit 4, Investigating Fractions and Decimals. Our focus this week will be on measuring objects to the nearest 1/8 inch to use for data collection. With the measurement data they gather, the children will create line plots to display information. They will also interpret the data they gathered.
Videos for review:
- Khan Academy: Making Line Plots with Fractional Data
- Khan Academy: Interpreting Line Plots with Fractions
- Math with Mr. J: Line Plots with Fractions
Standards addressed:
4.MDR.6.1 Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit based on the idea of equivalence.
4.MDR.6.2 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
4.MDR.6.3 Create dot plots to display a distribution of numerical (quantitative) measurement data.
Week of January 8 - 12
We start the week off by reviewing everything we’ve learned about fractions so far, which includes the following:
- Unit fractions
- Equivalent fractions
- Comparing fractions
- Mixed numbers
- Adding and subtracting fractions with like denominators
Standards addressed:
4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.
4.NR.4.1-Using concrete materials, drawings, and number lines, demonstrate & explain the relationship between equivalent fractions.
4.NR.4.4-Represent whole numbers and fractions as the sum of unit fractions.
4.NR.4.5-Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
4.NR.4.6-Add and subtract fractions and mixed numbers with like denominators using a variety of tools.
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single-digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.NR.2.3: Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
4.NR.2.4: Solve real-life division problems involving up to 4-digit dividends and 1-digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, & relationships between operations.
4.NR.2.5: Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of December 11 - 15
This week we continue to compare fractions using benchmark fractions and the “butterfly method” (cross-multiplying). Benchmark numbers are numbers such as 0, ½, and 1, and they serve as guides to help compare fractions. Students will also use what they know about finding common denominators and simplifying fractions to put them in order because it's easier when the denominator or the numerator is the same. We've discovered that as the fractions get bigger, drawing fraction bars or other models can't help us because drawing them becomes difficult. Lastly, we will work on solving word problems with fractions.
Videos for review:
- Math with Mr. J- Least Common Multiple
- Finding the LCM Intro for Beginners
- Math with Mr. J – Greatest Common Factor
- Comparing and Ordering Fractions
- Khan Academy: Ordering Fractions
Standards addressed:
4.NR.4.2-Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.3-Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.4 Represent whole numbers and fractions as the sum of unit fractions.
4.NR.4.5 Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
Week of December 4 - 8
Last week we learned that when make an equivalent fraction, you multiply the fraction by the whole number one written in fraction form. This week we will begin comparing fractions using a number line, benchmark fractions, fraction models, and the “butterfly method” (cross-multiplying). To simplify, or reduce a fraction, the fraction is divided by the whole number one written in fraction form. This is why learning the identity property for multiplication and division in 3rd grade math is so important now!
Videos for review:
- Compare Fractions Using a Benchmark Fraction
- Comparing Fractions Using the Butterfly Method (cross-multiplication)
- Math Antics: Simplifying Fractions
- Number Rock: Simplifying Fractions
Standards addressed:
4.NR.4.1-Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.
4.NR.4.2-Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.3-Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.
Week of November 27 - December 1
This week we begin our fourth unit, Investigating Fractions and Decimals. The students will review what fractions are (equal parts of a whole) and the parts of a fraction (numerator – the parts of the whole that are taken or shaded, and denominator – the total number of equal parts). Then, they will learn about equivalent fractions and the following concepts:
- Fractions with differing parts can be the same size.
- Fractions of the same whole can be compared.
- Fractions with the same number of pieces can be compared using the size of their pieces.
- Fractions can be compared using benchmarks like 0, ½, and 1.
- Math goodies - Fraction lesson
- Ducksters - Equivalent Fractions
- Numberock – Equivalent Fractions
Standards addressed:
4.NR.4.1 Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.
4.NR.4.2 Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
4.NR.4.3 Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole. o 4.NR.4.4 Represent whole numbers and fractions as the sum of unit fractions.
4.NR.4.5 Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.
Week of November 13 - 17
Last week we worked on division with remainders and dividing with the traditional algorithm. We also learned what to do with remainders in division using the DURT strategy: Drop, Use, Round up, Turn into a fraction. This week the children have a quick introduction to capacity and mass and how to solve problems involving elapsed time. Our Unit 3 test will be on Friday, November 17.
In addition to reviewing your child's Math INB and the study guide, another great way for your child to revisit skills is to watch the videos for multiplication and/or division posted throughout this unit.
Video resources on division methods:
- Long division with Math Antics
- Reasonable or Unreasonable Answers in Word Problems
Standards addressed:
4.NR.2.3 Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
4.NR.2.4 Solve real-life division problems involving up to 4-digit dividends and 1-digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, and the relationships between operations.
4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
4.MDR.6.1 Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit.
4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of November 6 - 10
This week we jump into division. The students begin with reviewing division vocabulary (dividend, divisor, quotient). From there we move into learning how to divide larger numbers. The children will learn division with partial quotients and the standard algorithm, and they may use the method of their choice. We will also learn what to do with remainders in division by learning DURT, which stands for Drop, Use, Round up, Turn into a fraction. The unit 3 assessment will be next Friday, November 17.
Videos of concepts covered:
- Long division song by Number Rock
- BrainPop Jr. Division with Remainders
- Math Antics: Division with Partial Quotients
- Khan Academy: Introduction to Division with Partial Quotients
- Homeschool math step by step to long division
- Steps to long division (fish)
Standards addressed:
4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations.
- 4.NR.2.4: Solve real-life division problems involving up to 4-digit dividends and 1-digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, and the relationships between operations.
- 4.NR.2.5: Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of October 30 - November 3
The children have worked hard to learn multiplication of 2-digit by 2-digit numbers using the area model and partial products. This week we jump into using the standard algorithm of multiplication. On Friday the children will review division vocabulary (dividend, divisor, quotient) and then be introduced to long division. One method of long division is using partial quotients. (In my opinion, this strategy requires more higher-level thinking than the traditional algorithm.) When it comes to solving multiplication and division problems, the children are exposed to different techniques and can then choose the method(s) that work the best for them.
Videos of concepts covered:
- Khan Academy Introduction to Standard Way of Multiplying
- Khan Academy Multiplying 2-digits by 1-digit
- Math Antics Multi-Digit Multiplication Part 1 & Part 2
- Math with Mr. J - Multiplication: 2-digit by 2-digit
- Division: Partial Quotients Method
Standards addressed:
4.NR.2.3: Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
4.NR.2.5: Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of October 23 - 27
This week we begin our third math unit, Multiplication and Division of Whole Numbers! Now that the children have learned about factors and multiples, it is time to jump into multiplicative comparisons and multi-digit multiplication. At this point it is important that your child is fluent with the multiplication facts from 1 to 12 to help with multiplying 1-digit by 2-digit numbers (and 2-digit by 2-digit numbers).
Believe it or not, there are many multiplication strategies, and the children will learn how to multiply using the area model, the distributive property (or the break-apart method), and partial products (multiplying by place value). A multiplicative comparison involves comparing two quantities such that when one is multiplied by a specified number, the other is produced. For example, Sam has twice as many balloons as Sid. Sid has 3 balloons. Sam has twice as many balloons as Sid. So, the number of balloons with Sam = 2 × 3 = 6. (Definition and example taken from Splash Learn.)
Videos of concepts covered:
- Area Model of Multiplication
- The Distributive Property of Multiplication
- Khan Academy: Multiplying 2-Digits by 1-Digit with Partial Products
- Khan Academy: Multiplying Multi-Digit Numbers
- Multiplicative comparisons
Standards addressed:
4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations.
4.NR.2.2: Interpret, model, and solve problems involving multiplicative comparison.
4.NR.2.3: Solve real-life problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of 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.
Week of October 16 - 20
This week the children analyze data sets and find patterns in them. Then they use the data to create bar graphs. After that, we wrap up Unit 2, Exploring Real Life Phenomena through Patterning and Algebraic Reasoning. Our test will be this Friday, October 20. In this unit, the children learned the following concepts:
- how to identify and extend growing or shrinking patterns and record the patterns in a table
- explore and extend growing patterns using shapes
- analyze numerical patterns
- use input-output rules, tables, and charts to represent and describe patterns, find relationships, and solve problems
- recognize that a whole number is a multiple of each of its factors
- determine whether a number between 1-100 is prime or composite
Standards addressed:
4.PAR.3.1: Generate both number and shape patterns that follow a provided rule.
4.PAR.3.2: Use input-output rules, tables, and charts to represent and describe patterns find relationships, and solve problems.
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single-digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of October 12 - 13
This week we finish delving into prime and composite numbers. A prime number can be divided evenly only by one or itself. (Example: Five can only be divided evenly by 1 or 5, so it is a prime number.) A composite number can be divided evenly by numbers other than one or itself. (Example: Nine can be divided evenly by 1, 3, and 9.) Our Unit 2 test, Exploring Real-life Phenomena through Patterning and Algebraic Reasoning, will be next Friday, October 20. A study guide will be sent home on Friday. To get a jump start on multiplication and division fluency for the next unit, your child can now work on multiplying and dividing using Fluency Flight, a new math fact fluency program by the makers of i-ready. This program is designed to build students’ math fact fluency with games and activities that are personalized to the facts they're learning.
Videos of concepts covered (reviewed from prior weeks):
- Prime Numbers Song: Prime, Composite and Square
- Khan Academy: Recognizing Prime and Composite Numbers
tandards addressed:
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of October 2 - 6
This week we will continue to work on multiples and factors. A multiple is a product of a given number and another number; it’s basically skip counting! A factor is a number that is being multiplied, and a factor pair is a pair of numbers multiplied together to get a product. A number that is prime only has two factors, one and itself, while a number that is composite has multiple factors. The number 1 is neither prime nor composite!
Videos of concepts covered:
- Prime Numbers Song: Prime, Composite and Square
- Khan Academy: Recognizing Prime and Composite Numbers
- Factors for the First Time
Standards addressed:
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of September 25 - 29
This week we will cover multiples and factors of a number. A multiple is a product of a given number and another number. A factor is a number that is being multiplied, and a factor pair is a pair of numbers multiplied together to get a product. A number that is prime only has two factors, one and itself, while a number that is composite has multiple factors. The number 1 is neither prime nor composite!
Videos of concepts covered:
Standards addressed:
4.PAR.3.3: Find factor pairs in the range 1-100 and find multiples of single digit numbers up to 100.
4.PAR.3.4: Identify composite numbers and prime numbers and explain the relationship with the factor pairs.
4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of September 18 - 22
We begin Unit 2: Exploring Real-life Phenomena through Patterning and Algebraic Reasoning. In this unit, students will create and extend shape and number patterns and build an understanding of how to generate number and shape patterns that follow a rule. They will also explore factor pairs and prime and composite numbers. This week we will explore, extend, and analyze shape and number patterns. The students will learn how to use input-output tables and charts to represent patterns, find relationships and solve authentic problems.
Resources:
- Khan Academy practice with number patterns
- Khan Academy video: Math Patterns
- Khan Academy video: Math Patterns-Toothpicks
- Khan Academy practice patterns with shapes
Standards addressed:
4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.
4.MDR.6: Measure time and objects that exist in the world to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions.
Week of September 11 - 15
This week we will make observations about and collect data using bar and pictographs to answer questions and solve problems. Then, we will review the Unit 1 concepts and standards in preparation for the Unit 1 test on Friday, September 15. The unit test will cover the following standards that we have learned:
- read numbers correctly through the millions
- write numbers correctly through millions in standard form, expanded form, and word form
- identify the place value name for multi-digit whole numbers and the place value locations for multi-digit whole numbers
- round multi-digit whole numbers to any place
- fluently solve multi-digit addition and subtraction problems using the standard algorithm
- solve multi-step problems using the four operations
- answer questions and solve problems about graphs
Please click here to access the parent letter for fourth grade.
Standards addressed:
- 4.NR.1.1 Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form.
- 4.NR.1.2 Recognize and show that a digit in one place has a value ten times greater than what it represents in the place to its right and extend this understanding to determine the value of a digit when it is shifted to the left or right, based on the relationship between multiplication and division.
- 4.NR.1.3 Use place value reasoning to represent, compare, and order multi-digit numbers, using >, =, and < symbols to record the results of comparisons.
- 4.NR.1.4 Use place value understanding to round multi-digit whole number
- 4.NR.2.1 Fluently add and subtract multi-digit numbers to solve real-life, mathematical problems using place value understanding, properties of operations, and relationships between operations.
- 4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
- 4.MDR.6.2 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Week of August 28 - September 1
This week we review addition properties and adding large numbers - checking with the inverse operation. Regrouping to the millions place is the same as regrouping to the hundreds place - it's just a few more steps! We will also review subtraction strategies and subtracting large numbers, again checking with the inverse operation.
Videos of concepts covered: Review video:
Please click here to access the parent letter for fourth grade.
Standards addressed:
4.NR.1.1 Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form.
4.NR.2.1 Fluently add and subtract multi-digit numbers to solve real-life, mathematical problems using place value understanding, properties of operations, and relationships between operations.
4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.
Week of August 21 - 25
In our first weeks of math, students learned that as you go to the left on the place value chart, the value of a digit increases x10. We know that a 2 in the hundred-thousands place is 10,000 times more than a 2 in the tens place. Remembering what students learned last year - how to multiply by multiples of 10 is very important! This week, we move onto rounding large numbers. On Thursday, we will have a major test grade on place value, comparing numbers, and rounding. The children will be allowed to use their Math Interactive Notebooks on the assessment, and they are welcome to bring them home.
Videos of concepts covered:
- Multiplying and Dividing by Powers of 10
- 10 Times the Digit to the Left or Right
- Khan Academy Rounding Challenge
- Khan Academy Rounding Quiz
- Khan Academy Comparing Multi-Digit Numbers
Please click here to access the parent letter for fourth grade.
Please click here to watch a video that explains the mathematics skills and concepts students will learn.
Standards addressed:
4.NR.1.1 Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form.
4.NR.1.3 Use place value reasoning to represent, compare, and order multi-digit numbers, using >, =, and < symbols to record the results of comparisons.
4.NR.1.4 Use place value understanding to round multi-digit whole numbers.
4.NR.2.1 Fluently add and subtract multi-digit numbers to solve real-life, mathematical problems using place value understanding, properties of operations, and relationships between operations.
Week of August 14 - 18
Welcome to the accelerated math page! Each week, this section of the website will provide a brief summary of what the children will learn as well as links to helpful videos.
Last week we kicked off our first unit of fourth grade math, "Making Relevant Connections with Place Value Understanding, Addition, and Subtraction of Whole Number." The children learned how to read and write numbers beyond the hundred thousands, how place value uses multiples of 10, and the difference between a number's place and its value.
Videos of concepts covered:
- Place Value
- Math Antics Place Value
- Study Jams Expanded Notation
- Math with Mr. J – Find the Value of the Underlined Digit
- Place versus Value
Please click here to watch a video that explains the mathematics skills and concepts students will learn.
Standards addressed:
4.NR.1: Recognize patterns within the base ten place value system with quantities presented in real-life situations to compare and round multi-digit whole numbers through the hundred-thousands place and compare decimal numbers to the hundredths place.
4.NR.2 Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations.
4.MDR.6 Measure time and objects that exist in the world to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions