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Enduring Understandings
are important ideas that students should carry with them years beyond the
instruction received this year.
Essential Questions
are the most important “big picture” questions students should be able to answer
after completing learning activities.
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In what ways does
number sense, including estimations and mental math, help solve
real-world problems?
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In what ways can I
communicate the reasoning used in problem solving situations?
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What makes for a
quality solution?
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What essential components are needed to solve real-world problems?
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How
do perimeter and area relate to addition and multiplication?
CSAP
Tested Standards
Highest Frequency
 High
Frequency
 Other
Standards and E-Skills
Highest Frequency = the timing, intensity and
level of accountability is extremely high because mastery of these
skills will must be demonstrated in multiple test items on CSAP at
this grade level.
High
Frequency = the timing, intensity and level of
accountability is high because mastery of these skills will be
tested at this grade level.
Other
Standards and E-Skills = the timing, intensity, and level of mastery are
not urgent. It should be introduced during this time so students can
experience the concept and return in future quarters to strive
towards mastery. |
Standard 1: Number Sense - November
 Compare
large numbers and order 0 – 99,999.
 Use
and apply estimation strategies to determine reasonable answers when
computing.
Recognize
different combinations of currency and coins to $10.00.
Use number properties with any of the four basic operations
(commutative, associative, property of zero and one).
Plot decimals on a number line.
Standard 2: Patterns and Algebra - November
Determine
a missing element in a pattern that uses pictures, geometric shapes or
numbers.
Reproduce, create, extend and describe numerical/pictorial patterns
using a number line, a hundreds chart, or other chart to locate, label,
or count from any number by 2s, 3s, 5s, 10s, or 100s.
Display numbers in tables or graphs to show patterns (i.e., completing
an input/output box, T-chart or function box).
Standard 3: Data and Graphs - November
Using
statistical landmarks construct tables, line plots, bar graphs and
pictographs.
Use estimation strategies to determine reasonable answers based on
tables, line plots, bar graphs and pictographs.
Describe patterns and other relationships from a given data set.
Standard 4: Geometry - November
 Solve
problems involving the perimeter and area of triangles and squares.
Determine
the area of a rectangle and create rectangles of a given area.
Find
perimeter and area of squares and rectangles on a grid.
Name
and locate points specified by ordered number pairs on a coordinate
grid.
Standard 5: Measurement - November
Measure
and determine perimeter of polygons to the nearest ½ inch and
centimeter.
Compare
objects according to measurable attributes of length and area in US and
metric units.
Standard 6: Computation - November
Choose
and apply a strategy to solve mathematical and real world problems.
Demonstrate
ability to borrow and carry (trade) in multi-digit addition and
subtraction problems.
Estimate
solutions involving the four basic operations (i.e., estimation by
rounding, front-end estimation, friendly numbers, compatible numbers,
flexible rounding, clustering).
Solve
basic multiplication facts through 12.
Using
paper and pencil, demonstrate basic operations of whole numbers
including addition
Unit Vocabulary
|
Use the
Visual Thesaurus and use
the approved login and password to the right. |
Login:
es35@d11.org
Password: d112009 |
|
November
Standards |
Everyday
Mathematics |
Math Expressions |
|
Perimeter and Area |
pp. 660-663, 671, 680, 682-683,
686, 689,690, 692, 695-696 |
pp. 240-247,
250-256, 632, 637, 640 and multiple other pages under Perimeter and Area. |
|
Problem solving
using all 4 operations |
Multiple pages under Problem Solving |
Multiple pages under Problem Solving |
MORE CHART INFORMATION TO COME...
Resources for Teachers
Assessment for November
Teacher Observable
Standard 4: Understand area and perimeter of triangles and
squares
Standard 4: Understand area of rectangles
Standard 4: Can find perimeter and areas of squares and
rectangles
Standard 6: Understands and applies knowledge of math to solve
real world problems accurately
Stage 1:
Establish Goals
Standard 4: Geometry –
November - Solve
problems involving the perimeter and area of triangles and
squares.
Standard 4: Geometry- November - Determine the area of
a rectangle and create rectangles of a given area.
Standard 4: Geometry- November - Find
perimeter and area of squares and rectangles on a grid.
Standard 6: Computation -
November - Choose
and apply a strategy to solve mathematical and real world
problems.
Stage 1:
Understandings
Standard 4: Understands how to determine
perimeter and area of triangles and squares.
Standard 4: Understands how to determine area and can create
rectangles of given areas
Standard 4: Understands how to determine perimeter and area of
squares and rectangles.
Standard 6: Understands which method and how to solve
real-world problems.
Essential
Questions
Standard 4: How are
perimeter and area related?
Standard 4: How does changing the dimensions of a rectangle
change the perimeter and/or area of the rectangle?
Standard 6: How does knowing the
four basic operations assist with solving real world problems?
Stage 1: Students
Will Be Able To
Standard 4: Geometry –
November - Solve
problems involving the perimeter and area of triangles and
squares.
Standard 4: Geometry- November - Determine
the area of a rectangle and create rectangles of a given area.
Standard 4: Geometry- November - Find
perimeter and area of squares and rectangles on a grid.
Standard 6: Computation -
November - Choose
and apply a strategy to solve mathematical and real world
problems.
Stage 2:
Performance Task
Demonstrate why the area of a
triangle is ½ the area of a square. Explain the difference
between perimeter and area of a shape.
Find the perimeter and area of 5
triangles and 5 squares – showing steps how answers were solved.
See Lesson: Perimeter and Area
Explain how changing the
dimensions of a rectangle can or cannot change the perimeter
and/or area of the rectangle. Draw 5 sets of rectangles with
different perimeters but the same area. Draw 5 sets of
rectangles with the same perimeters but different areas.
See: Perimeter and Area of Rectangles (worksheet)
Draw 5 squares and 5 rectangles with given perimeters and areas
on 1 cm graph paper, using the scale that 1 cm square is equal
to 1 unit of measurement.
See Square and Rectangle: Perimeter (worksheet)
Display computational fluency in
addition, subtraction, multiplication and division to solve
various real world word problems.
Math Exemplars: Betty’s
Miniature Bird House
Stage 2:
Key Criteria
Standard 4:
Analytic Rubric/ Lesson: Perimeter and Area
Standard 4:
Checklist/Lesson: Perimeter and Area & Square and
Rectangle Perimeter (worksheet)
Standard 4:
Analytic Rubric/Perimeter and Area of Rectangles
(worksheet)
Standard 6:
Checklist
View standards alignment from a different set of standards:
Colorado State Standards
MA.K-4.4:
Students use
geometric concepts, properties, and relationships in
problem-solving situations and communicate the reasoning used in
solving these problems.
MA.K-4. 4.2: identify, describe, draw,
compare classify, and build physical models of geometric
figures;
MA.4.4:
Students
use geometric concepts, properties, and relationships in
problem-solving situations and communicate the reasoning used in
solving these problems.
MA.4. 4.3:
Relate geometric ideas
to measurement and number sense.
MA.4. 4. 3.a: Solve for perimeter and
area of rectangles and squares using a drawing on a grid.
MA.4.4.4:
Students use geometric concepts, properties, and
relationships in problem-solving situations and communicate the
reasoning used in solving these problems.
MA.4.4.4.1:
Recognize shapes and
their relationships (for example, symmetry, congruence) using a
variety of materials (for example, pasta, boxes, pattern
blocks).
MA.4.4.4.1a: Identify
and give examples of congruency. (D11 - M4.1A)
MA.4.4.4.1b: Identify
one line of symmetry for a given shape. (D11 - M4.1B)
MA.4.6:
Students
link concepts and procedures as they develop and use
computational techniques, including estimation, mental
arithmetic, paper-and-pencil, calculators, and computers, in
problem-solving situations and communicate the reasoning used in
solving these problems.
MA.4. 6.5:
Select and use
appropriate methods for computing with whole numbers in
problem-solving situations from among mental arithmetic,
estimation, paper-and-pencil, calculator, and computer methods.
MA.4. 6. 5.a: Given a
real-world problem-solving situation, use an appropriate
operation (any four basic math operation) and an appropriate
method (paper-pencil, mental math, estimation, calculator,
computer) to solve the problem
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo,
Manipulative/White Board/Slate assessments, EDM assessment CD’s.
Parents
You can support your
fourth grader’s mathematics learning in quarter 2 by orally reviewing basic
facts through 12. Help your child practice adding and subtracting with
larger numbers. Talk about the difference between perimeter (the distance
around: sides added together) and area (surface: length times width). Create a
real world problem in multiplication by asking your child to find the
perimeter and the area of a sandbox or other shape. Do it together and have your
child explain his/her thinking to you. These activities cost nothing but
gain much in the practical use of mathematics in daily life.
Reading and Math Strategies for Parents - includes the top 10 strategies
in each subject.
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