MISD Scope and Sequence Specificity
4th Grade Mathematics
FIRST SIX WEEKSReporting Category / Topic/TEKS
1: Numbers, Operations, and Quantitative Reasoning / Place Value
The student selects and uses place value to represent whole numbers and decimals.
Recommended Time Frame: 1 week
Content Skills / Process Skills
(4.1A)The student is expected to use place value to read, write, compare, and order whole numbers through 999,999,999.
Supporting Standard
(Assessed once in 2012 with integrated process skill)
Including, but not limited to:
- Number system using ten digits 0-9
For instance: 031,452,867 is not a nine digit number, but
301,452,867 is a nine digit number.
- Place value system is based on multiples of 10.
Ex: Moving right across the places, the values are divided by 10
which extends to the places to the right of the ones place.
- The position of a digit within a number determines its value.
representing 8 million and the value 8,000,000.
- Number in standard form that has been separated into groups of three digits usingcommas with each of these groups called a period
millions period: 947
thousands period: 376
units period: 842
- Each period in a whole number is composed of units, tens, and hundreds.
- Whole numbers (0 – 999,999,999) with symbols and words
- Standard form to written notation and written notation to standard form
ninety-eightmillion, five hundred thirty-one thousand, four
hundred sixty-five.
- Standard form to expanded notation and expanded notation to standard form
500,000 + 30,000 +1,000 + 400 + 60 + 5
- Expanded notation in words and numerals
millions, 5 one hundred thousands, 3 ten thousands, 1 one
thousand, 4 hundreds, 6 tens, 5 ones
- The position of a digit within a number determines its value.
representing 8 millionand the value of 8,000,000.
Ex: 2.78 has the digit 8 in the hundredths place, and the value is
0.08 or 8 hundredths.
- Multiple representations of a number that have the same value
- Comparative language
Ex: 500 + 20 + 7 and 572
50020 + 7 < 572 and 572 500 + 20 + 7
237327 and 327 > 237
Equality and inequality words (equal to, greater than, less than)
Ex: 237 and 327
Two hundred thirty-seven is less than three hundred twenty-
seven, andthree hundred twenty-seven is greater than two
hundred thirty-seven.
- Quantifying descriptors (e.g., least to greatest, ascending/descending order, slowestto fastest, etc.)
- Decimal place values in relation to whole-number place values
- The position of a digit within a number determines its value.
0.08 or 8hundredths.
- Word “and” separates the whole number from the decimal number.
- Decimals involving tenths and hundredths
- Variety of models for decimals
Concrete objects
Pictorial models including number lines
- Decimal numbers using symbols and words
- Word “and” separates the whole number from the decimal number.
hundredths”.
- Multiple representations of a number that have the same value
hundredths.
Ex: 5 is 5 ones and 0 tenths, or 5 is also 5 ones and 0
hundredths.
- Numbers that have the same digits but are not equal in value (different place values)
2.03 is 2 and 3 hundredths.
2.30 is 2 and 3 tenths or 2 and 30 hundredths.
Note: Grade 4 introduces the millions period.
Grade 3 uses the decimal point using money only.
Grade 4 introduces decimals using concrete models only.
Grade 4 introduces decimals through hundredths.
(4.1B)The student is expected to use place value to read, write, compare, and order whole numbers through 999,999,999.
Readiness Standard
(Assessed three times in 2012, once with a process skill and two times with no process skill)
Including but not limited to:
- Decimal place values in relation to whole-number place values
- Place value system is based on multiples of 10.
10.
Ex: Moving right across the places, the places, the values are
divided by 10, which extend toplaces to the right of the ones
place.
- The position of a digit within a number determines its value.
0.08 or 8hundredths.
- Decimals involving tenths and hundredths
- Variety of models
Concrete objects
Pictorial models including number lines
Decimal numbers using symbols and words
- Word “and” separates the whole number from the decimal number.
hundredths”.
- Multiple representations of a number that have the same value
hundredths.
Ex: 5 is 5 ones and 0 tenths, or 5 is also 5 ones and 0
hundredths.
- Numbers that have the same digits but are not equal in value (different place values)
2.03 is 2 and 3 hundredths.
2.30 is 2 and 3 tenths or 2 and 30 hundredths.
- Comparative language
- Equality and inequality symbols (=, >, <)
5.8 > 5.08 and 5.08 < 5.8.
- Equality and inequality words (equal to, greater than, less than)
Five and eight tenths is greater than five and eight hundredths
becauseeight tenths is greater than eight hundredths.
Five and eight hundredths is less than five and eight tenths
because eighthundredths is less than eight tenths.
- Quantifying descriptors (e.g., least to greatest, ascending/descending order, tallest toshortest, slowest to fastest, etc.)
Grade 3 uses the decimal point using money only.
Grade 4 introduces decimals using concrete models only.
Grade 4 introduces decimals through hundredths / The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(4.14A) identify the mathematics in everyday situations;(Assessed once with 4.1B in 2012)
(4.14B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;(Assessed once with 4.1A in 2012)
(4.14C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
(4.14D) use tools such as real objects, manipulatives, and technology to solve problems
The student communicates about Grade 4 mathematics using informal language. The student is expected to:
(4.15A)explain and record observations using objects, words, pictures, numbers, and technology;
(4.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to:
(4.16A) make generalizations from patterns or sets of examples and nonexamples;
(4.16B) justify why an answer is reasonable and explain the solution process.
FIRST SIX WEEKS
Reporting Category / Topic/TEKS
1: Numbers, Operations, and Quantitative Reasoning / Addition & Subtraction Problem Solving
The student adds and subtracts to solve meaningful problems involving whole numbers and decimals.
Recommended Time Frame: 1 week
Content Skills / Process Skills
(4.3A) The student is expected to use addition and subtraction to solve problems involving whole numbers
Supporting Standard
(Not assessed in 2012)
Including, but not limited to:
- Whole numbers
- Operation sense developed through different problem types
- Multiple strategies with and without regrouping including exploration of alternativealgorithms
- Whole numbers in flexible ways by composing and decomposing numbers
- Number sentences to reflect the solution process.
- Number sentence with an equal sign at the beginning or end
- Whole numbers in flexible ways by composing and decomposing numbers
- Identifying necessary information and operation(s) needed to solve the problem(ignoring extraneous information and/or identifying missing information)
- Multi-step problems
- Multiple operations within one problem situation
- Verify solution using inverse operations.
- Justify solution for reasonableness.
- Real-life situations
(4.14A) identify the mathematics in everyday situations;
(4.14B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(4.14C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
(4.14D) use tools such as real objects, manipulatives, and technology to solve problems
The student communicates about Grade 4 mathematics using informal language. The student is expected to:
(4.15A)explain and record observations using objects, words, pictures, numbers, and technology;
(4.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to:
(4.16A) make generalizations from patterns or sets of examples and nonexamples;
(4.16B) justify why an answer is reasonable and explain the solution process.
FIRST SIX WEEKS
Reporting Category / Topic/TEKS
1: Numbers, Operations, and Quantitative Reasoning / Estimation & Reasonableness
The student estimates to determine reasonable results..
Recommended Time Frame: 1 week
Content Skills / Process Skills
(4.5A) The student is expected to round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations.
Supporting Standard
(Assessed one timein 2012 with integrated process skill)
Including, but not limited to:
- Nearest ten, hundred, or thousand
- Number lines that lead to the development of rounding rules
- Operations of addition, subtraction, multiplication, and division
- Estimation before computation
- Multi-step problems
- Multiple operations within one problem situation
- Justify solution for reasonableness.
- Real-life situations
Grade 3 introduces rounding of whole numbers to the nearest ten or hundred.
Grade 3 uses rounding and compatible numbers in addition and subtraction problems. / The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(4.14A) identify the mathematics in everyday situations;
(4.14B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;(Assessed once with 4.5A in 2012)
(4.14C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
(4.14D) use tools such as real objects, manipulatives, and technology to solve problems
The student communicates about Grade 4 mathematics using informal language. The student is expected to:
(4.15A)explain and record observations using objects, words, pictures, numbers, and technology;
(4.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to:
(4.16A) make generalizations from patterns or sets of examples and nonexamples;
(4.16B) justify why an answer is reasonable and explain the solution process.
22-Oct-181