| Standards | Learning Targets | Estimated Instructional Time | Vocabulary | Resources |
| Gain
familiarity with factors and multiples.
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. |
Recognize a whole number (1-100)
is a multiple of its factors.
Find all factor pairs for a whole number in the range of 1-100. Determine if a whole number (range 1-100) is a multiple of a given one-digit number. Determine whether a given whole number in the range of 1-100 is prime or composite. |
2 Weeks
Chapter 7, 10,8 |
Multiplication, multiply, division, divide, factor pairs, factor, multiple, prime numbers, composite numbers altitude/elevation, real world problem, solve, standard algorithm, symbol, times, |
Illuminations Factor Trail Game K-5 Math Teaching Resources Finding Multiples K-5 Math Teaching Resources Prime Number Hunt K-5 Math Teaching Resources Common Multiples K-5 Math Teaching Resources Least Common Multiple K-5 Math Teaching Resources Find the Factor th Grade- My Son is Naughty-Unit 1 (pgs. 74-78) th Grade- The Factor Game-Unit 1 (pgs.79-83) th Grade- Investigating Prime and Composite Numbers- Unit 1 (pgs.84 & 85) th Grade- Prime vs. Composite- Unit 1 (pgs. 86 & 88) th Grade- Finding Multiples-Unit 1 (Pgs. 89-93) th Grade- Number Riddles-Unit 1 (pgs. 93-96) th Grade- Factor Findings-Unit 2 (pgs. 40-44) th Grade-Unit 2- Factor Trail Game (pgs. 48-50)GADOE- Under 4th Grade-Unit 2- The Sieve of Eratosthenes (pgs. 51-55) |
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Use place value understanding
and properties of operations to perform multi-digit arithmetic.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
Use strategies based on place value and the
properties of operation to multiply up to four-digit by one-digit whole
numbers (Numbers ≤ 1,000,000)
Use strategies based on place value and properties of operation to divide four-digit dividends and one-digit divisors. |
2 Weeks
Chapter 8,9 |
Equation, properties of equality, arrays, area model, multiply, divide, factor, product, quotient, reasonableness, analyze, real world problem, solve, standard algorithm, symbol, times, |
K-5 Math Teaching Resources Multiplication Number Story
K-5 Math Teaching Resources Breaking Apart a Factor K-5 Math Teaching Resources Multiplication Bump K-5 Math Teaching Resources Make the Largest Product |
|
Use the four operations with
whole numbers to solve problems.
4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |
Continue instruction of using the four
operations with whole numbers to solve problems.
Use mental comparison and estimation strategies to assess the reasonableness of the problem. Solve multistep word problems using whole numbers (+,−,Χ,χ) Represent a solution with a remainder in various contexts. |
2 Weeks
Chapter 19 |
Multiplication: multiply, division: divide, addition: add, subtraction, subtract, equations, unknown number, reasonableness, computation, estimation, rounding, compare, column, difference, dividend, divisor, real world problem, solve, standard algorithm, times, | Math-aids.com Create your own word problems worksheets th Grade-Unit 2-Finding Products (pgs. 44-48) th Grade-Unit 1- Brain Only! (pgs. 64-67) th Grade-Unit 1- Nice Numbers (pgs. 30-32) th Grade-Unit 1- Using estimation as a Check (pgs. 34-36) th Grade- Unit 1- Sensible Rounding (pgs. 57-59) th Grade- Unit 1- Compatible Numbers to Estimate (pgs. 61-63) th Grade- Unit 1- Its in the Numbers (pgs. 104-109) |
|
Generate and analyze patterns.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. |
Generate a number or shape pattern that
follows a given rule.
Identify features of a pattern not given by the rule itself. |
1 Week
Supplement with AM Do throughout the Year/21.5. |
Pattern (number or shape), rule, attribute, classify, sequence, solve, | GADOE- Under 4th Grade-Unit 1- Earth Day Project (pgs. 97-104) |
| Extend
understanding of fraction equivalence and ordering.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (nΧa) (nΧb) by using visual fraction models, with attention to how the number and size of parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.2 -Compare two fractions with different numerators and differentdenominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
Use visual fraction models to
explain equivalency in fractions.
Recognize and generate equivalent fractions. |
2 Weeks
Chapter 20 |
Fraction, unit fraction, equivalent, multiple, reasonableness, denominator, numerator, real world problem, solve | K-5 Math Teaching Resources Creating Equivalent Fractions |