ACCELERATED FOURTH GRADE MATH, 3rd 30 DAYS

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / 4thGRADE TEXTBOOK CHAPTER & LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
[4.1 & 5.1] - Rounds two-, three-, or four-digit numbers to the nearest ten, hundred, or thousand and decimals to the nearest whole number / How can whole numbers and decimals be rounded ? / To the nearest whole number / Chapter 1,
Lesson 9
No new lessons / Nov.-Feb. / Day 13
Round to ten, hundred, thousand / MA2.01.05
MA3.01.03.01
4.2 - Relates models (including number lines and sets) to wholes, fractional, and decimal numbers, and estimates the fraction represented by the shaded portion of a non-scaled bar. Understands fractions with denominators of 2, 3, 4, 5, 6, 8, or 10. / How can a number line help us understand and relate fractions? / Fractions, mixed numbers / Chapter 9, Lessons 3-4,
6-7 / None / None / MA3.01.04.01-02
MA3.01.04.05
MA3.01.05.01
MA3.08.01.01-02
MA3.08.02.01
MA4.01.02.03
MA4.07.01.01-03
[4.3] - Uses estimation strategies such a compatible numbers to predict computation results and to predict measurements (including money). / How is estimation used to predict answers in computation and measurement? / Estimating with addition, subtraction, including money / Chapter 2, Extra Practice Sets B & C,
pg. 76 / None / Day 16
money / MA3.08.03.01-02
MA4.06.01.01-03
MA4.06.03.01-04
MA5.07.02.01-04

1

4th Grade Math, 3rd 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / 4th GRADE TEXTBOOK CHAPTER & LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
4.5 - Adds and subtracts fractions with like denominators using models to connect to computational strategies.
5.7 -Relates a fraction to a part of a whole, part of a set, and a point on a number line; uses models to determine equivalent fractions. Uses fractions with denominators of2,3,4,5,6,8, 10,12,16, or 100. / How do we use models to show computational strategies with fractions?
How many ways can we use models to determine and compare equivalent fractions? /

All

/ Chapter 9, Lesson 8-10 / None / Day 159
5th Grade
Days 103, 121-122 / MA4.09.03.01-03
MA4.09.03.05
MA5.08.01.01-02
QCC 5.7
MA4.07.01.01-07
MA5.06.01.01-03
5.6 - Using models and vertical and horizontal presentations adds and subtracts decimals through hundredths, without and with regrouping. / How can models help us understand the addition and subtraction of decimals? /

Through hundredths

/ N/A / N/A / 5th Grade
Day 24 / MA4.02.02.01-03
MA4.09.02.01-02
MA5.02.02.01-05
MA6.03.02.04-06
[4.14 & 5.15] - Determines and estimates amounts of money and adds and subtracts money using decimal notation without and with regrouping. / How would we estimate sums and differences of money? / All / Chapter 2, Lessons 11, 13 / Oct.-Jan.
April / Days 24, 28 / MA3.07.01.04-05
MA4.02.02.01-03
MA4.03.01.01-03
MA4.06.01.03
MA4.08.02.02
MA4.09.02.01
MA5.12.02.02-05
[5.19]-Explores the concept of divisibility and develops rules for divisibility by 2, 3, 5, and 10. / How do you know if a number is divisible by 2, 3, 5, and 10? / All / N/A / N/A / 5th Grade
Day 73 / MA8.01.04.01-03

1

4th Grade Math, 3rd 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / 4th GRADE TEXTBOOK CHAPTER & LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
4.20 - Selects the appropriate operations for a given word problem. / What are some various ways to solve word problems? / All / Chapter 3, Lesson 7;
Chapter 12, Lesson 3 / Oct., Jan., May/June / Days 55, 57
On level & with $ / Curriculum Guide
Pg. 52
M.4.20
[4.22 & 5.23] - Solves one-, two-, and three-step word problems related to all appropriate fourth/fifth grade objectives including those presented orally and in writing; those in charts tables, and graphs; and those with extraneous or insufficient information. / What steps would be used to solve these word problems?
What information and strategies would you use to solve a multi-step word problem? / All / Chapter 2, Lessons 9-13; / None / Days 56-57
On level
5th Grade
Day 34-39, 58-60 / Curriculum Guide
Pg. 53
M.4.22
Curriculum Guide
Pg. 67-68
M.5.25

4.23 & 5.24 - Employs problem solving strategies (e.g. making achart, graph or table; make an organized list; guess and check; make a simple problem; look for a pattern; draw a picture or work backwards).

/ How would you use different strategies to solve problems? / Act it out, make a chart, graph, table / Chapter 3, Lesson 13;
Chapter 4, Lessons 1, 7 / None / Days 51, 54, 94
Manipulatives,
make a chart
5th Grade
Day 39 / MA3.03.01.03
MA4.08.01.01-05
MA4.12.01.01-06
MA5.11.01.01-04
MAS.01.04-12.01-02
Curriculum Guide
Pg. 67-68
M.5.26
5.22 - Identifies needed information and selects the steps necessary to solve multi-step word problems. / What information and strategies would you use to solve a multi-step word problem? / All / N/A / N/A / 5th Grade
Day 39 / Curriculum Guide
Pg. 67-68
M.5.24
5.29 - Uses clustering to explore the concept of mean, median, and mode of a set of data and calculates the arithmetic mean. / When using a specific mean, median, and mode of a set of data, how do you calculate the arithmetic mean? / All / N/A / N/A / 5th Grade
Day 89 / MA4.10.04.01
MA5.03.04.01
MA5.07.02.04
MA6.02.04.01

1

4th Grade Math, 3rd 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / 4th GRADE TEXTBOOK CHAPTER & LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
[4.33] - Multiplies (up to three-digit by one-digit or two-digit by two-digit numbers) and divides (up to three-digit by one-digit numbers) and multiplies two-digit numbers by multiples of 100 without regrouping. / How do you multiply and divide 2-digit numbers? / Division / Chapter 8, Lessons 2, 4-5, 7-8; / None / Days 176-177
Division / Curriculum Guide
Pg. 57
M.4.33
[4.34 & 5.32] - Selects appropriate symbol/number (+, -, x, /, <, >, =) to make a mathematical statement true. / Can you select the symbol/number that will make these statements true? / Symbol or number that makes sentence true / No lessons / None / Day 57
5th Grade
Day 74, 76 / MA2.01.03-04
MA4.01.02.01
MA4.05.01.01
MA5.11.02.04

IMPORTANT

3 -Uses estimation strategies (such as clustering, rounding, or reference point) to predict computational results of whole numbers, fractions, mixed numbers, and decimals.

/ How can estimation be used to predict results? / Rounding whole numbers and decimals / Chapter 2, Lessons 5 / Aug.-June / Days 7, 8, 11, 15, 28, 29 / MA4.06.01.01-03
MA4.06.03.01-04
MA5.07.02.01-04
MA6.08.02.01-02

4.18 - Compares whole numbers and uses models to compare fractions, to identify equivalent fractions, and to compare decimals.

/ What models can be used to compare equivalent fractions and decimals? Can you identify the greater or lesser fraction or decimal? / Compares fractions, finds equivalent fractions / Chapter 9, Lessons 3-4,
6-7 / None / Day 149
Draws models of fractions / MA3.01.02.01
MA3.01.02.03-04
MA4.01.02.01
MA4.01.04.01
MA4.07.01.01-07
MA5.06.01.01-03

1

4th Grade Math, 3rd 30 days

ESSENTIAL STANDARD
IMPORTANT / ESSENTIAL QUESTION / DEPTH for MASTERY / 4th GRADE TEXTBOOK CHAPTER & LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING

4.19 & 5.20 - Determines a pair of numbers or the missing element of a pair when given a relation or rule, and determines the relation or rule given pairs of numbers.

/ What rules can be used to identify the relationship between numbers? / All / Chapter 8, Lesson 7
Pg. 316 / Oct.-Nov. / None
5th Grade
Day 55-57 / MA3.09.02.01
MAS.01.04.01-02
MAS.01.05.01-02
4.27 & 5.30 - Determines probability of a given event through use of manipulatives (equally likely, least likely, most likely, likely, and not likely). / Using manipulatives, how can we determine probability? / All / Chapter 4, Lessons 10-12 / Aug.-June
Patterns, counting tape / Day 167
Least likely, most likely
5th Grade
Day 88 / MA2.09.02
MA4.10.03.01-02
MA4.03.03.02-03
MAS.01.12.01-02

4.38 & 5.34 – Adds, subtracts, multiplies and divides whole numbers up through four-digits both vertically and horizontally with and without regrouping.

/ Why do you need to be able to add, subtract, multiply, and divide whole numbers quickly? / Addition, subtraction, multiplication and division / Chapter 5, Lessons 1-10 / Aug.-June / Days 19, 35, 80-82
All operations
5th Grade
Day 61-73, 75 / QCC 5.34 -
MA4.01.01-03
MA4.02.03.01
MA4.05.01.01-08
MA5.02.01.01
COMPACT

4.4 - Applies mental computation strategies (such as counting up and back, compatible numbers; compensation and multiples of ten, hundreds and thousand) to add, subtract, multiply and divide.

/ How do we mentally compute basic operations? / Multiplication, Division - Compatible numbers / Chapter 12, Lessons 1, 2
Division / Aug.-June / Day 139
Multiplication & Division / Compass Curriculum Guide Pg. 46
M.4.4

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4th Grade Math, 3rd 30 days