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This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Dr. Kevin K. Robinson, Program Supervisor of STEM
The Board acknowledges the following who contributed to the preparation of this curriculum.
Jaclyn Basso
Cynthia Zatorski
Christine H. Salcito, Assistant Superintendent
Subject/Course Title: Date of Board Adoptions:
Mathematics October 16, 2012
Grade 4 Revised – August 26, 2014
Revised – August 22, 2017
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Mathematics
Unit Title: Unit 1- Place Value & Operations with Whole Numbers
Target Course/Grade Level: Grade 4
Unit Summary: Students will gain familiarity with factors and multiples as well as generate and analyze patterns. In addition,
students will solve problems involving measurement and the conversion of measurements. Students will use the
four operations with whole numbers to solve problems in addition to generalizing place value understanding for multi-digit
whole numbers.
Approximate Length of Unit: 4-5 weeks (September-mid October)
Primary interdisciplinary connections: Language Arts Literacy, Science, Social Studies, 21st Century Life and Career
Standards, Technology
LEARNING TARGETS
Content Strands: Operations and Algebraic Thinking & Numbers and Operations in Base Ten
Standards:
4.OA.B.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.
4.OA.C.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were
not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in
the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain
informally why the numbers will continue to alternate in this way.
4.MD.A.1. Know relative sizes of measurement units within one system of units including km, m, cm. mm; kg, g; lb, oz.; l,
ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a
smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as
long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing
the number pairs (1, 12), (2, 24), (3, 36), ...
4.OA.A.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication
equations.
4.OA.A.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison.
4.NBT.A.1.Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the
place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
4.NBT.A.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to
record the results of comparisons.
4.NBT.A.3. Use place value understanding to round multi-digit whole numbers to any place.
21st Century Learning Standards:
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge
and skills acquired through experience and education to be more productive. They make connections between
abstract concepts with real-world applications, and they make correct insights about when it is appropriate to
apply the use of an academic skill in a workplace situation
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas,
and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the
workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to
articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with
purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to
ensure the desired outcome.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals
readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to
solve the problem. They are aware of problems when they occur and take action quickly to address the problem;
they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider
the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is
solved, whether through their own actions or the actions of others.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of
existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible
and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They
understand the inherent risks-personal and organizational-of technology applications, and they take actions to
prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively
contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid
barriers to productive and positive interaction. They find ways to increase the engagement and contribution of
all team members. They plan and facilitate effective team meetings.
Unit Understandings
Students will understand that…
Whole numbers are a multiple of each of its factors
Prime numbers do not have factors other than 1 and the number itself
Patterns contain features that are not explicitly stated in the rule defining the numerical pattern
Relative sizes of measurements
Multiplication equations represent comparisons
A quantitative relationship exists between the digits in place value positions of a multi-digit number
Multiple representations of whole numbers exist
Multiplication and division word problems involve multiplicative comparison
Numbers can be estimated
Unit Essential Questions
How is place value related to comparing numbers (greater than and less than)?
Out of the three ways a number can be expressed, which way is the most useful in the real world and why?
Define and explain the similarities and difference between factors and multiples.
How is knowing your multiplication facts related to determining whether a number is prime or composite?
How do you create number and shape patterns that follow a given rule?
What are everyday situations where rounding would be helpful?
Knowledge and Skills
Students will know…
Vocabulary: ten thousand, hundred thousand, word form, standard form, word form, expanded form, greater than, less
than, more than, greatest, least, order, round, estimate, product, regroup, quotient, remainder, factor, common factor,
greatest common factor, composite number, prime number, multiple, common multiple, least common multiple
Three ways to express a number
Rules for number patterns
Multiplication facts to find factors and multiples
Divisibility rules to find factors and multiples
Rules or checkpoints for determining whether a number is prime or composite
Conversion rules
Students will be able to…
find all factor pairs for any whole number (between 1 and 100)
determine whether a given whole number (between 1 and 100) is a multiple of a one digit number given that one digit
number
determine whether a given whole number (between 1 and 100) is prime or composite
produce number patterns from a given rule
produce shape patterns from a given rule
analyze a sequence of numbers in order to identify features that are not explicitly stated in the rule
express measurements of a larger unit in terms of a smaller unit (within a single measurement system) (e.g. convert
hours to minute, kilometers to centimeters, etc).
generate a two-column table to record measurement equivalents
explain multiplication equations as comparisons
write multiplication equations given word problems indicating multiplicative comparison
multiply to solve word problems involving multiplicative comparison
divide to solve word problems involving multiplicative comparison
represent problems with drawings and equations, using a symbol for an unknown number
distinguish word problems involving multiplicative comparison from those involving additive comparison
explain that a digit in one place represents ten times what it would represent in the place to its right
read and write multi-digit whole numbers using base-ten numerals
read and write multi-digit whole numbers using number names
read and write multi-digit whole numbers using expanded form
compare two multi-digit numbers using >,=, and < symbols
round whole numbers to any place
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Oral assessments
Exit slips or do now assignments
Written quizzes
Math in Focus Chapter Assessments and Cumulative Assessments
Math In Focus Online Chapter Assessments
Technology Enhanced Assignments and/or assessments
Project Based Learning
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Math In Focus Program Activities:
Enrichment, Extra Practice, or ReTeach Worksheets
Student Workbook
Problem of the Lesson
Hands On Activity
Let’s Explore
Reading and Writing Math Journal
Put On Your Thinking Cap!
Cross- Curricular Connections at the beginning of each chapter
Differentiated Learning Experiences
Real Life Connection Activities and Discussion
Choice Boards
Project Based Learning
Tiered Online Math Practice Activities
Story Based Learning
Instruction
Note taking
Graphic organizers
Challenging students to explain their math; Provide sentence starters
Real life connections
Diagrams
Model how to explain thinking behind a concept
Manipulatives
Tiered assignments based on pretest results or daily assignment results
Differentiated grouping/pairs based on pretest or assignment results
RESOURCES
Teacher Resources:
Math in Focus Teacher Resource Blackline Masters
Math in Focus Teacher Edition
Math in Focus Big Book
Math in Focus Enrichment, Re-Teach, Critical Thinking, and Extra Practice Worksheets
Math in Focus Student hard cover textbook and workbook
Teacher’s guide to transition
Calendar Math
Equipment Needed:
Place-value chips or blocks
Place-value charts
Place-value mat
Prime numbers chart
Number cards
Rulers
Measurement conversion chart
White boards and markers
Laptops or computers
Smart-Board, White-Board, or Chalk Board
Technology Resources for Students
Illustrative Mathematics for 4.OA Domain: https://www.illustrativemathematics.org/4.OA
Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-standards/4/NBT
Prodigy: https://prodigygame.com/play/
Tenmarks: https://www.tenmarks.com/
Moby Max: https://www.mobymax.com/
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
Game- Identify factors
https://www.ixl.com/math/grade-4/identify-factors
Game-Factors
http://www.mathnook.com/math/skill/factorgames.php
Game-Greatest Common Factor
http://www.sheppardsoftware.com/mathgames/fractions/GreatestCommonFactor.htm
Game-Multiples
http://www.abcya.com/number_ninja_multiples.htm
Game-Multiples
https://www.turtlediary.com/game/finding-factors.html
Game-Comparing Numbers
http://www.sheppardsoftware.com/mathgames/placevalue/FSCompareNumbers.htm
MIF Virtual Manipulatives https://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_int_9780547673844_/main.html
MIF- Student interactivities
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/reteach_and_enrich_9780547671819_/index.html?g
JumptoPage=S&gPageId=N
Technology Resources for Parents/Teachers
MIF - Video- Estimation and Number Theory http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter2.html
MIF - Video- Place Value of Whole Numbers http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter1.html
MIF - Video- Whole Number Multiplication and Division http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter3.html
MIF Interactive Whiteboard http://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/Main4.html
MIF Transition Resource Map http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/math_in_focus_transition_planner_9780547608655_/launch.ht
ml
Khan Academy Videos: https://www.khanacademy.org/math/cc-fourth-grade-math
Useful websites for teachers to explore:
○ Prodigy: https://prodigygame.com/play/
○ Illustrative Mathematics for 4.OA Domain: https://www.illustrativemathematics.org/4.OA
○ Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-
standards/4/NBT
○ Tenmarks: https://www.tenmarks.com/
○ Moby Max: https://www.mobymax.com/
○ Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
○ IXL: https://www.ixl.com/math/grade-4
○ https://www-k6.thinkcentral.com/ePC/start.do
○ http://illuminations.nctm.org
○ http://www.k-5mathteachingresources.com
○ https://sites.google.com/site/emilou2010
○ http://www.onlinemathlearning.com
○ http://www.internet4classrooms.com
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Mathematics
Unit Title: Unit 2- Multi-digit Arithmetic & Fraction Equivalence
Target Course/Grade Level: Grade 4
Unit Summary: Students will use place value understanding and properties of operations to perform multi-digit arithmetic.
Students will use the four operations with whole numbers to solve problems. Students will solve problems involving
measurement and conversion of measurements. Students will build fractions from unit fractions and extend their understanding
of fraction equivalence and ordering.
Approximate Length of Unit: 5 weeks (mid-October, mid-November)
Primary interdisciplinary connections: Language Arts Literacy, Science, Social Studies, 21st Century Life and Career
Standards, Technology
LEARNING TARGETS
Content Strand: Number and Operations in Base Ten & Number and Operations-Fractions
Standards:
4.NBT.B.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.NBT.B.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.B.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.
4.OA.A.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.
4.MD.A.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find
the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a
multiplication equation with an unknown factor.
4.NF.A.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention
to how the number and size of the parts differ even though the two fractions themselves are the same size. Use
this principle to recognize and generate equivalent fractions.
4.NF.A.2. Compare two fractions with different numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons
are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >,
=, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.NF.B.3a `Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8
+ 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
Unit Understandings
Students will understand that…
there is a proper and improper use of an equal sign
adding and subtracting multi-digit whole numbers use a standard algorithm
there is a relationship between multiplication and division
multiplying and dividing whole numbers can be represented with equations, rectangular arrays, and area models
multiplying and dividing multi-digit whole numbers use a standard algorithm
area and perimeter real world and mathematical problems can be solved by using formulas
equivalent fractions are the same size while the number and size of the parts differ
fractions may only be compared when the two fractions refer to the same whole
some fractions can be decomposed
the addition and subtraction of fractions is joining/separating parts referring to the same whole
21st Century Learning Standards:
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge
and skills acquired through experience and education to be more productive. They make connections between
abstract concepts with real-world applications, and they make correct insights about when it is appropriate to
apply the use of an academic skill in a workplace situation
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and
action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the
workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to
articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with
purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to
ensure the desired outcome.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals
readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to
solve the problem. They are aware of problems when they occur and take action quickly to address the problem;
they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider
the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is
solved, whether through their own actions or the actions of others.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of
existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and
adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They
understand the inherent risks-personal and organizational-of technology applications, and they take actions to
prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively
contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid
barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all
team members. They plan and facilitate effective team meetings.
Unit Essential Questions
What can happen if you choose the wrong operations to solve real world problems?
How is an equal sign in mathematics similar to a period in language arts?
How does understanding place value help you to solve multi-digit addition and subtraction problems?
What is a standard procedure for multiplying multi-digit numbers? What is a standard procedure for dividing multi-
digit numbers?
Can a remainder in a division word problem affect its meaning? What does this tell you?
Do you need to know equivalent fractions in order to compare fractions? Argue your opinion with reasoning.
Why does the numerator change but the denominator stay the same when adding or subtracting like fractions?
If you are baking, will the recipe still be executed successfully if you use equivalent fraction measurements that are
different than what the recipe calls for? Prove justification for your answer.
Distinguish the difference between area and perimeter and their uses.
How can patterns be used to determine standard formulas for area and perimeter?
Knowledge and Skills
Students will know…
Vocabulary: sum, difference, product, quotient, remainder, regroup, area, perimeter, length, width, round, estimate,
bar models, numerator, denominator, equivalent fractions, like fractions, unlike fractions, parts, whole
multiplication and division facts
strategies for solving multi-digit multiplication problems (equations, arrays, area models)
properties of multiplication and division
proper and improper use of equal signs
strategies for solving multi-step word problems
key words for addition, subtraction, multiplication, and division
area and perimeter formulas
equivalent fractions
what a fraction is and its different parts
comparison symbols and how to use them properly
addition and subtraction facts
Students will be able to…
add multi-digit whole numbers using the standard algorithm with accuracy and efficiency
subtract multi-digit whole numbers using the standard algorithm with accuracy and efficiency
multiply a whole number of up to four digits by a one-digit whole number using strategies based on place value
multiply two two-digit numbers using strategies based on place value
represent these operations with equations, rectangular arrays, and area models
explain the calculation by referring to the model (equation, array, or area model)
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 the relationship between multiplication and division
solve multi-step word problems involving any of the four operations
solve multi-step word problems involving interpretation (in context) of a remainder
write equations to represent multi-step word problems, using a letter to represent the unknown quantity
explain why an answer is reasonable
use mental computation and estimation strategies to determine whether an answer is reasonable
solve real world and mathematical problems by finding the area of rectangles using a formula
solve real world and mathematical problems by finding the perimeter of rectangles using a formula
explain, using visual fraction models, why two fractions are equivalent
generate equivalent fractions, using fraction a/b as equivalent to (nxa)/(nxb)
create common denominators in order to compare two fractions
create common numerators in order to compare two fractions
compare two fractions with different numerators and different denominators by comparing to a benchmark fraction
record the results of comparisons with the symbols >,=,or <, and justify the conclusions, e.g., by using a visual
fraction model
decompose a fraction into a sum of fractions with the same denominator in more than one way
write decompositions of fractions as an equation
develop visual fraction models that represent decomposed fractions and uses them to justify decompositions
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Oral assessments
Exit slips or do now assignments
Written quizzes
Math in Focus Chapter Assessments and Cumulative Assessments
Math In Focus Online Chapter Assessments
Technology Enhanced Assignments and/or assessments
Project Based Learning
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Math In Focus Program Activities:
Enrichment, Extra Practice, or Re-Teach Worksheets
Student Workbook
Problem of the Lesson
Hands On Activity
Let’s Explore
Reading and Writing Math Journal
Put On Your Thinking Cap!
Cross- Curricular Connections at the beginning of each chapter
Differentiated Learning Experiences
Real Life Connection Activities and Discussion
Choice Boards
Project Based Learning
Tiered Online Math Practice Activities
Story Based Learning
Instruction
Note taking
Graphic organizers
Challenging students to explain their math; Provide sentence starters
Real life connections
Diagrams
Model how to explain thinking behind a concept
Manipulatives
Tiered assignments based on pretest results or daily assignment results
Differentiated grouping/pairs based on pretest or assignment results
RESOURCES
Teacher Resources:
Math in Focus Teacher Resource Blackline Masters
Math in Focus Teacher Edition
Math in Focus Big Book
Math in Focus Enrichment, ReTeach, Critical Thinking, and Extra Practice Worksheets
Math in Focus Student hard cover textbook and workbook
Teacher’s guide to transition
Calendar Math
Equipment Needed:
Place-value chips or blocks
Place-value charts
Place-value mat
Base ten blocks
Number cards
Rulers
Multiplication and Division Strategies Charts
Multiplication Chart
Equivalent Fraction Charts
Fraction Strips or Circles
Area and Perimeter Formulas Table
White boards and markers
Laptops or computers
Smart-Board, White-Board, or Chalk Board
Technology Resources for Students
Illustrative Mathematics for 4.OA Domain: https://www.illustrativemathematics.org/4.OA
Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-standards/4/NBT
Illustrative Mathematics for 4.NF Domain: https://www.illustrativemathematics.org/content-standards/4/NF
Prodigy: https://prodigygame.com/play/
Tenmarks: https://www.tenmarks.com/
Moby Max: https://www.mobymax.com/
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
Game- 2 digit multiplication
http://www.softschools.com/math/multiplication/2_digit_multiplication/2_digit_by_2_digit_multiplication/
Open Ed Games: https://www.opened.com/search?resource_type=game&standard=4.NBT.5__4.NBT.4__4.NBT.6
Mr. Nussbaum Games by Standard: http://mrnussbaum.com/grade_4_standards/
MIF Virtual Manipulatives https://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_int_9780547673844_/main.html
MIF- Student interactivities
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/reteach_and_enrich_9780547671819_/index.html?g
JumptoPage=S&gPageId=N
Technology Resources for Parents/Teachers
MIF - Video- Whole Number Multiplication and Division http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter3.html
MIF Video Compilation Based on Chapter https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/index.html
MIF Interactive Whiteboard http://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/Main4.html
MIF Transition Resource Map http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/math_in_focus_transition_planner_9780547608655_/launch.ht
ml
Khan Academy Videos: https://www.khanacademy.org/math/cc-fourth-grade-math
Useful websites for teachers to explore:
○ Prodigy: https://prodigygame.com/play/
○ Illustrative Mathematics for 4.OA Domain: https://www.illustrativemathematics.org/4.OA
○ Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-
standards/4/NBT
○ Illustrative Mathematics for 4.NF Domain: https://www.illustrativemathematics.org/content-
standards/4/NF
○ Tenmarks: https://www.tenmarks.com/
○ Moby Max: https://www.mobymax.com/
○ Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
○ IXL: https://www.ixl.com/math/grade-4
○ https://www-k6.thinkcentral.com/ePC/start.do
○ http://illuminations.nctm.org
○ http://www.k-5mathteachingresources.com
○ https://sites.google.com/site/emilou2010
○ http://www.onlinemathlearning.com
○ http://www.internet4classrooms.com
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Mathematics
Unit Title: Unit 3- Building Fractions & Decimal Notation
Target Course/Grade Level: Grade 4
Unit Summary: Students will build fractions from unit fractions. Students will represent and interpret data. Students will
understanding decimal notation for fractions and compare decimal fractions. Students will solve problems involving
measurement and conversion of measurements. Students will use place value understanding and properties of operations to add
and subtract.
Approximate Length of Unit: 14 weeks (mid-November - beginning of March)
Primary interdisciplinary connections: Language Arts Literacy, Science, Social Studies, 21st Century Life and Career
Standards, Technology
LEARNING TARGETS
Content Strands: Operations and Algebraic Thinking & Numbers and Operations in Base Ten
Standards
4.NF.B.3.c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent
fraction, and/or by using properties of operations and the relationship between addition and subtraction.
4.NF.B.3.d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to represent the problem.
4.NF.B.4.a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the
product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
4.NF.B.4.c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction
models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of
roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what
two whole numbers does your answer lie?
4.NF.C.5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to
add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 +
4/100 = 34/100.
4.NF.C.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a
length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only
when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and
justify the conclusions, e.g., by using a visual model.
4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.MD.A.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of
objects, and money, including problems involving simple fractions or decimals, and problems that require
expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.
4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems
involving addition and subtraction of fractions by using information presented in line plots. For example, from a
line plot find and interpret the difference in length between the longest and shortest specimens in an insect
collection.
21st Century Learning Standards:
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge
and skills acquired through experience and education to be more productive. They make connections between
abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply
the use of an academic skill in a workplace situation.
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and
action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the
workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to
articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with
purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to
ensure the desired outcome.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily
recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
problem. They are aware of problems when they occur and take action quickly to address the problem; they
thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the
options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved,
whether through their own actions or the actions of others.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of
existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and
adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They
understand the inherent risks-personal and organizational-of technology applications, and they take actions to
prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute
to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to
productive and positive interaction. They find ways to increase the engagement and contribution of all team
members. They plan and facilitate effective team meetings.
Unit Understandings
Students will understand that…
some fractions can be decomposed
addition/subtraction of fractions is joining/separating parts referring to the same whole
line plots can be used to display a data set of measurements involving fractions
any fraction a/b as a multiple of fraction 1/b
any multiple of fraction a/b is also a multiple of fraction 1/b
fractions can become equivalent fractions
like fractions can be added or subtracted
unlike fractions can be added or subtracted if made into like fractions
there is a relationship between place value and fractions
decimals can be compared
decimals can be represented using models
all four operations can be used to solve multi-step word problems that involve time, measurement, and real world
applications
diagrams can be used to represent measurement quantities
standard algorithms can be utilized to add and subtract accurately and efficiently
Unit Essential Questions
What is the relationship between the numerator and the denominator in a fraction?
When can fractions and decimals be compared?
Explain situations in everyday life where you would see and use decimals.
Are decimals and fractions important? Why or why not?
How do adding and subtracting fractions compare to adding and subtracting whole numbers?
What is the best strategy to find equivalent fractions?
What are some way fractions can be combined or separated?
Knowledge and Skills
Students will know…
Vocabulary: numerator, denominator, equivalent, fraction, part, whole, sum, difference, product, whole number,
improper fraction, simplest form, like fraction, unlike fraction, decimal form, tenth, hundredth, decimal point,
expanded form, placeholder zero, more than, less than, greater than, greatest, least, order, round
addition and subtraction
multiplication and division
place value
fraction a/b is equivalent to a fraction (nxa)/(nxb)
Fractions a/b with a>1 is the sum of fractions 1/b
Fraction a/b is a multiple of 1/b
the steps to to take to find an equivalent fraction
how to represent a fraction in decimal notation
how to compare and order fractions or decimals based on their size and provide reasoning
using line plot to display measurement data sets
represent word problems using diagrams, equations, and visual models
steps for converting mixed number to improper fraction or improper fraction to mixed number
the difference between like and unlike fractions
multiplying fractions by whole numbers
creating like fractions
Students will be able to…
add and subtract fractions having like denominators in order to solve real world problems
develop visual fraction models and write equations to represent real world problems involving addition and subtraction
of fractions
add and subtract mixed numbers with like denominators
create a line plot given a data set consisting of measurements in fractions of a unit
add and subtract fractions with like denominators in order to solve problems using measurement information presented
in line plots
represent a/b as ax(1/b) using a visual fraction model
represent nx(a/b) as (nxa)/b in a visual fraction model
multiply a fraction by a whole number
solve real world problems by multiplying a fraction by a whole number, using visual fraction models and equations to
represent the problem
add two fractions with respective denominators of 10 and 100 by writing each fraction with denominator 100
write a decimal as a fraction that has a denominator of 10 or 100
represent a decimal using a model
compare two decimals to hundredths by reasoning about their size
explain that comparisons are valid when the two decimals refer to the same whole
record the results of comparison with the symbols >,=,or <, and justify the conclusions
solve word problems involving distances, intervals of time, measurement, and money involving simple fractions,
decimals, or conversions using the four operations
construct diagrams to represent measurement quantities
add and subtracting the standard algorithm with accuracy and efficiency
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Oral assessments
Exit slips or do now assignments
Written quizzes
Math in Focus Chapter Assessments and Cumulative Assessments
Math In Focus Online Chapter Assessments
Technology Enhanced Assignments and/or assessments
Project Based Learning
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Math In Focus Program Activities:
Enrichment, Extra Practice, or ReTeach Worksheets
Student Workbook
Problem of the Lesson
Hands On Activity
Let’s Explore
Reading and Writing Math Journal
Put On Your Thinking Cap!
Cross- Curricular Connections at the beginning of each chapter
Differentiated Learning Experiences
Real Life Connection Activities and Discussion
Choice Boards
Project Based Learning
Tiered Online Math Practice Activities
Story Based Learning
Instruction
Note taking
Graphic organizers
Challenging students to explain their math; Provide sentence starters
Real life connections
Diagrams
Model how to explain thinking behind a concept
Manipulatives
Tiered assignments based on pretest results or daily assignment results
Differentiated grouping/pairs based on pretest or assignment results
RESOURCES
Teacher Resources:
Math in Focus Teacher Resource Blackline Masters
Math in Focus Teacher Edition
Math in Focus Big Book
Math in Focus Enrichment, ReTeach, Critical Thinking, and Extra Practice Worksheets
Math in Focus Student hard cover textbook and workbook
Teacher’s guide to transition
Calendar Math
Equipment Needed:
Fraction strips
Fraction circles or cubes
Square and rectangular colored paper
Scissors
Fraction bar models
Number cubes
Equivalent Fraction Chart
Place Value Chart
White boards and markers
Laptops or computers
Smart-Board, White-Board, or Chalk Board
Technology Resources for Students
Illustrative Mathematics for 4.NF Domain: https://www.illustrativemathematics.org/content-standards/4/NF
Illustrative Mathematics for 4.MD Domain: https://www.illustrativemathematics.org/content-standards/4/MD
Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-standards/4/NBT
Prodigy: https://prodigygame.com/play/
Tenmarks: https://www.tenmarks.com/
Moby Max: https://www.mobymax.com/
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
Game- Fractions https://www.opened.com/search?resource_type=game&standard=4.NF.3
Game- Mixed Fractions https://www.turtlediary.com/common-core/CCSS.Math.Content.4.NF.B.3/games.html
Game- Decomposing Fractions
http://www.internet4classrooms.com/common_core/understand_fraction_ab_1_sum_number_operations_fractions_fo
urth_4th_grade_math_mathematics.htm
Game-Line Plot with Fractions http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=490
Game-Equivalent Fractions https://www.turtlediary.com/quiz/equivalent-fractions-with-denominators-of-10-100-and-
1000.html
Games-Decimals http://www.sheppardsoftware.com/mathgames/decimals.htm
MIF Virtual Manipulatives https://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_int_9780547673844_/main.html
MIF- Student interactivities
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/reteach_and_enrich_9780547671819_/index.html?g
JumptoPage=S&gPageId=N
Technology Resources for Parents/Teachers
MIF - Video- Fractions and Mixed Numbers (Top Tips)
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter6.
html
MIF Interactive Whiteboard http://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/Main4.html
MIF Transition Resource Map http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/math_in_focus_transition_planner_9780547608655_/launch.ht
ml
Khan Academy Videos: https://www.khanacademy.org/math/cc-fourth-grade-math
Useful websites for teachers to explore:
○ Prodigy: https://prodigygame.com/play/
○ Illustrative Mathematics for 4.OA Domain: https://www.illustrativemathematics.org/4.OA
○ Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-
standards/4/NBT
○ Illustrative Mathematics for 4.NF Domain: https://www.illustrativemathematics.org/content-
standards/4/NF
○ Tenmarks: https://www.tenmarks.com/
○ Turtle Diary: https://www.turtlediary.com/games/fourth-grade/math.html
○ Moby Max: https://www.mobymax.com/
○ Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
○ IXL: https://www.ixl.com/math/grade-4
○ https://www-k6.thinkcentral.com/ePC/start.do
○ http://illuminations.nctm.org
○ http://www.k-5mathteachingresources.com
○ https://sites.google.com/site/emilou2010
○ http://www.onlinemathlearning.com
○ http://www.internet4classrooms.com
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Mathematics
Unit Title: Unit 4- Geometry and Measurement
Target Course/Grade Level: Grade 4
Unit Summary: Students will draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Students will understand concepts of angles and the measurement of angles. Students will use the four operations with whole
numbers to solve problems. Students will use place value understanding and properties of operations to perform multi-digit
arithmetic.
Approximate Length of Unit: 8 weeks (March-June)
Primary interdisciplinary connections: Language Arts Literacy, Science, Social Studies, 21st Century Life and Career
Standards, Technology
LEARNING TARGETS
Content Strands: Geometry, Measurement and Data, Operations and Algebraic Thinking, Number in Base Ten
Standards
4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.
4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the
presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right
triangles.
4.G.A.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can
be folded along the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry.
4.MD.C.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by
considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle
that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
4.MD.C.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.C.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.MD.C.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle
measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to
find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a
symbol for the unknown angle measure.
4.OA.A.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.
4.NBT.B.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
21st Century Learning Standards:
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge
and skills acquired through experience and education to be more productive. They make connections between
abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply
the use of an academic skill in a workplace situation.
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and
action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the
workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to
articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with
purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to
ensure the desired outcome.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily
recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
problem. They are aware of problems when they occur and take action quickly to address the problem; they
thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the
options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved,
whether through their own actions or the actions of others.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of
existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and
adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They
understand the inherent risks-personal and organizational-of technology applications, and they take actions to
prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute
to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to
productive and positive interaction. They find ways to increase the engagement and contribution of all team
members. They plan and facilitate effective team meetings.
Unit Understandings
Students will understand that…
a trapezoid is a quadrilateral with at least one pair of parallel sides
lines of symmetry can be drawn
figures can have lines of symmetry which are lines across the figure such that the figure can be folded along the line
into matching parts
angles are formed by two rays sharing a common endpoint and result from the rotation of one ray around the endpoint
an angle that turns through n one-degree angles is said to have an angle measure of n degrees
angles are measured in the unit of degrees
angle measures may be added; when an angle is decomposed into non overlapping parts, the angle measure of the
whole (original angle) is the sum of the angle measures of the parts
the equal sign has a proper and improper use
addition and subtraction can be done using a standard algorithm
Unit Essential Questions
How do lines of symmetry and reflection relate to nature?
How are angles present in our environment?
How does geometry depend on measurement in order to describe shapes?
Where could you find a picture that shows either symmetry, congruency, or reflections?
How are angles classified and measured?
How can you use only a right angle to classify all angles?
Compare and contrast the similarities and differences between two-dimensional figures.
Knowledge and Skills
Students will know…
Vocabulary: ray, vertex, protractor, degree, inner scale, outer scale, acute angle, obtuse angles, straight angle, turn,
line of symmetry, symmetric figure, rotation, rotational symmetry, center of rotation, clockwise, counter-clockwise,
perpendicular line segments, drawing triangle, parallel line segments, base, horizontal lines, vertical lines
the difference between parallel and perpendicular lines
how to identify two-dimensional figures based on parallel and perpendicular lines
recognize and draw a line of symmetry for a two-dimensional figure
define an angle as a geometric shape that forms when two rays share a common endpoint
angles can be identified into three different types based on their angle measurement
protractors are important tools in measuring angles
addition and subtraction can be used to find unknown angles
how to solve multi-step word problems that involve the four operations
how to interpret a remainder
how to assess the reasonableness of answers using mental computation and estimation strategies
Students will be able to…
draw points, lines, line segments and rays
draw angles (right, acute, obtuse)
draw perpendicular and parallel lines
distinguish between lines, line segments, and rays
identify points, lines, line segment, rays, right angles, acute angles, obtuse angles, perpendicular lines, and
parallel lines in two-dimensional figures
classify triangles based on the presence or absence of perpendicular lines and based on the presence or
absence of angles of a particular size
classify quadrilaterals based on the presence or absence of parallel or perpendicular lines and based on the
presence or absence of angles of a particular size
fold a figure along a line of in order to create matching parts
identify lines of symmetry as a line across the figure such that the figure can be folded along the line into
matching parts
identify figures having line symmetry
draw lines of symmetry
describe an angle as measured with reference to a circle with the center of the circle being the common
endpoint of the rays
explain a ‘one-degree angle’ and its relation to a circle; a “degree” is defined as 1/360 (one degree angle)
of the entire circle
measure angles in whole-number degrees
sketch an angle given an angle’s measure
add and subtract to find unknown angles on a diagram in real world and mathematical problems
write an equation with a symbol for the unknown angle measure
solve multi-step problems involving any of the four operations as well as the interpretation of a remainder
write equations to represent multi-step word problems, using a letter to represent the unknown quantity
explain why an answer is reasonable
use mental computation and estimation strategies to determine whether an answer is reasonable
add and subtract using the standard algorithm with accuracy and efficiency
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Oral assessments
Exit slips or do now assignments
Written quizzes
Math in Focus Chapter Assessments and Cumulative Assessments
Math In Focus Online Chapter Assessments
Technology Enhanced Assignments and/or assessments
Project Based Learning
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Math In Focus Program Activities:
Enrichment, Extra Practice, or Re-Teach Worksheets
Student Workbook
Problem of the Lesson
Hands On Activity
Let’s Explore
Reading and Writing Math Journal
Put On Your Thinking Cap!
Cross- Curricular Connections at the beginning of each chapter
Differentiated Learning Experiences
Real Life Connection Activities and Discussion
Choice Boards
Project Based Learning
Tiered Online Math Practice Activities
Story Based Learning
Instruction
Note taking
Graphic organizers
Challenging students to explain their math; Provide sentence starters
Real life connections
Diagrams
Model how to explain thinking behind a concept
Manipulatives
Tiered assignments based on pretest results or daily assignment results
Differentiated grouping/pairs based on pretest or assignment results
RESOURCES
Teacher Resources:
Math in Focus Teacher Resource Blackline Masters
Math in Focus Teacher Edition
Math in Focus Big Book
Math in Focus Enrichment, ReTeach, Critical Thinking, and Extra Practice Worksheets
Math in Focus Student hard cover textbook and workbook
Teacher’s guide to transition
Calendar Math
Equipment Needed:
Protractors
Angle strips
Two dimensional shape charts
Two dimensional shape models or cut outs
Geoboard
White boards and markers
Laptops or computers
Smart-Board, White-Board, or Chalk Board
Technology Resources for Students
Illustrative Mathematics for 4.G Domain: https://www.illustrativemathematics.org/content-standards/4/G
Illustrative Mathematics for 4.MD Domain: https://www.illustrativemathematics.org/content-standards/4/MD
Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-standards/4/NBT
Prodigy: https://prodigygame.com/play/
Tenmarks: https://www.tenmarks.com/
Moby Max: https://www.mobymax.com/
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
Game-Angles http://www.mathplayground.com/alienangles.html.
Game-Types of Angles https://www.mathgames.com/skill/4.1-acute-right-obtuse-and-straight-angles
Game-Lines of Symmetry
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/SymmetryLinesShapesShoot.htm
Games-Lines http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/line_shoot.htm
MIF Virtual Manipulatives https://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_int_9780547673844_/main.html
MIF- Student interactivities
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/reteach_and_enrich_9780547671819_/index.html?g
JumptoPage=S&gPageId=N
Technology Resources for Parents/Teachers
MIF - Video- Perpendicular and Parallel Line Segments
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter1
0.html
MIF - Video- Squares and Rectangles
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter1
1.html
MIF- Video- Symmetry
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760278_te/chapter/chapter1
3.html
MIF Interactive Whiteboard http://www-
k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/Main4.html
MIF Transition Resource Map http://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/gr4/math_in_focus_transition_planner_9780547608655_/launch.ht
ml
Khan Academy Videos: https://www.khanacademy.org/math/cc-fourth-grade-math
Useful websites for teachers to explore:
○ Prodigy: https://prodigygame.com/play/
○ Illustrative Mathematics for 4.OA Domain: https://www.illustrativemathematics.org/4.OA
○ Illustrative Mathematics for 4.NBT Domain: https://www.illustrativemathematics.org/content-
standards/4/NBT
○ Illustrative Mathematics for 4.G Domain: https://www.illustrativemathematics.org/content-standards/4/G
○ Tenmarks: https://www.tenmarks.com/
○ Turtle Diary: https://www.turtlediary.com/games/fourth-grade/math.html
○ Moby Max: https://www.mobymax.com/
○ Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math
○ IXL: https://www.ixl.com/math/grade-4
○ https://www-k6.thinkcentral.com/ePC/start.do
○ http://illuminations.nctm.org
○ http://www.k-5mathteachingresources.com
○ https://sites.google.com/site/emilou2010
○ http://www.onlinemathlearning.com
○ http://www.internet4classrooms.com
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