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As districts build their mathematics curriculum for 2013-14, it is important to remember the implementation schedule for new mathematics TEKS. In 2012, the Texas State Board of Education (SBOE) adopted and approved new mathematics standards for Kindergarten through High School. Implementation dates for Kindergarten through Grade 8 will begin in 2014-15, and implementation for High School will begin in 2015-16. Both implementation dates are contingent upon SBOE approval of instructional materials. For the purpose of this document, standards are referred to in the following manner: new standards = newly adopted 2012 mathematics standards that will be implemented in K 8 (2014-15) and high school (2015-16) current standards = mathematics standards that are currently required by law in the classroom With new mathematics standards on the horizon, teachers will begin to study the new standards and consider how the changes impact their current mathematics curriculum and instruction. To prepare for new standard implementation, TCMPC suggests the following:

Step 1: Teachers examine the new standards in relation to the current standards. Contact your local Education Service Center for facilitating this Side-by-Side standard study. The state's Sideby-Side resource may be found at the following URL:

http://projectsharetexas.org/resource/revisedmathematics-teks-side-side-tekscomparison?field_resource_keywords_tid=side%20by% 20side&sort_by=title&sort_order=DESC&items_per_pag e=50

Step 2: After teachers have studied the standards through the Side-bySide, they determine if the changes between new standards and current standards produce potential gaps that affect current mathematics curriculum and instruction.

Step 3: The TCMPCs newly developed Transition Alignment Guide (TAG) Tools will guide teachers through a process of determining the most significant potential curriculum gaps and how those gaps might be addressed in current TEKS Resource System curriculum documents.

The TCMPC TAG Tools are designed for K-12 Mathematics and outline the following: 1.) the grade level and school year affected by the gap, 2.) the actual curricular gaps that exist between current and new standards, and 3.) the locations within the current TEKS Resource System Unit IFDs where each potential gap could be addressed. The development of the TAG Tools focused on students moving from one grade level to the next during the transition years (2013-14 for K 8, and 2013-14 and 2014-15 for high school). The two gap considerations addressed in these tools include: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these possible situations by identifying new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity for all grade levels.

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The Transition Alignment Guide (TAG) Tools developed by TCMPC have four components:

Reflects a summary of suggested ideas for re-calibrating the current YAG to reflect the suggested time considerations for infusing new standards into the current Unit IFDs. Provides guidance on how these new standards might be infused; however, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.

Identifies only the new standards that may create curriculum gaps in each grade level (NOTE: gap standards may come from multiple grade levels). Identifies specific content gaps created by these identified new standards. Identifies the Unit IFD(s) in the current TEKS Resource System mathematics curriculum where the identified gaps may be addressed.

Identifies only the TEKS number of each gap standard identified. Identifies the Unit IFD(s) in the current TEKS Resource System mathematics curriculum where the identified gaps may be addressed.

Suggests bundling identified gaps with TEKS from specific current Unit IFDs (NOTE: gap standards may come from multiple grade levels). Suggests Unit IFD curricular considerations for only the identified gaps, as appropriate. Reflects suggested time considerations for infusing new standards.

Component #1: How do I read the YAG Pacing Considerations? Current TEKS Resource System Unit IFD lists the Unit IFD in which new mathematics standards may be infused. Suggestions for Addressing New Mathematics Standards and Additional Time identifies the new mathematics standards that may be infused in the Unit IFD, along with the possible number of days that may be needed to address these new standards. NOTE: When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.

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Component #2: How do I read the TAG Tool: Gap Identification Matrix? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate. o The new standards Knowledge and Skill Statement o The new standards Student Expectation; underlined words reflect the content gaps from current standards to new standards. Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.

Component #3: How do I read the TAG Tool: Gap Identification At-a-Glance? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps (Student Expectation number only). Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.

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Component #4: How do I read the TAG Tool: Unit IFD Consideration Tool? Within each bundled TEKS Resource System Unit IFD, you will find the following: The number of additional days that may be needed for each unit The new standard Knowledge and Skills statement(s) The new standard Student Expectation(s); underlined words reflect the content gaps from current standards to new standards. Unit IFD Considerations addressing the new standard gaps with the school years affected. The TEKS Resource System Unit IFD considerations include: Suggested specific Unit IFDs in which the identified gaps may be addressed or suggested teacher-created new unit IFD(s) to address the identified content gaps Identified gaps for each standard in the Unit IFD (from the TAG Tool: Gap Identification Matrix)

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What are the implications regarding the current Grade 4 Year-at-a-Glance (YAG)? When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar. The Grade 4 YAG Pacing Considerations below reflects a summary of the suggested time considerations for infusing new standards into current TEKS Resource System Unit IFDs and should be used in conjunction with the current Grade 4 YAG:

Current TEKS Resource System Unit IFD Unit IFD 01 Unit IFD 02 Unit IFD 03 Unit IFD 04 Unit IFD 05 Unit IFD 06 Unit IFD 07 Unit IFD 08 Unit IFD 09 Unit IFD 10 Teacher-Created New Unit A Unit IFD 11 Teacher-Created New Unit B Suggestions for Addressing New Mathematics Standards and Additional Time 4.2A, 4.2B, 4.2C (no additional days may be needed) 4.2D; 4.4A (no additional days may be needed) 4.4D (1 additional day may be needed); 4.4H (no additional days may be needed) 4.4E, 4.4F (no additional days may be need); 4.4H (1 additional day may be needed) 4.5A (no additional days may be needed) 4.3A, 4.3B, 4.3C (no additional days may be needed); 4.3E (1 additional day may be needed); 4.3F(1 additional day may be needed) 3.7D; 4.5C, 4.5D (no additional days may be needed) 4.6C (no additional days may be needed) No suggested changes Replace current unit with a new teacher-created unit (See New Unit A.). Angle Measures & Circles: 4.7A, 4.7B, 4.7C, 4.7D, 4.7E (5 days may be needed) 4.8B (no additional days may be needed) Data Representations: 4.9A, 4.9B (5 days may be needed)

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

3.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: 3.7D Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2A Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2C Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2D Round whole numbers to a given place value through the hundred thousands place. 2013, TCMPC 1 Six Weeks

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nd

Six Weeks

3 Six Weeks

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4 Six Weeks

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5 Six Weeks

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U01 IFD

U02 IFD

U03 IFD

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U07 IFD

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New Unit A

U11 IFD

New Unit B

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3A Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3B Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3C Determine if two given fractions are equivalent using a variety of methods. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3E Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3F Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The 2013, TCMPC 06/01/13 page 7 of 35 1 Six Weeks

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3 Six Weeks

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U01 IFD

U02 IFD

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New Unit A

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

student is expected to: 4.4A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4D Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4E Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4F Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 2013, TCMPC 06/01/13 page 8 of 35 1 Six Weeks

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U01 IFD

U02 IFD

U03 IFD

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New Unit A

U11 IFD

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

4.4H Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5A Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5C Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5D Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. 4.6 Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: 4.6C Apply knowledge of right angles to identify acute, right, and obtuse triangles. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7A Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. 2013, TCMPC 06/01/13 1 Six Weeks

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New Unit A

U11 IFD

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7B Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7C Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7D Draw an angle with a given measure. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7E Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. 4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8B Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. 2013, TCMPC 06/01/13 1 Six Weeks

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New Unit A

U11 IFD

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8C Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. 4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: 4.9A Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. 4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: 4.9B Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. 1 Six Weeks

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U11 IFD

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NOTE: New standards listed reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate.

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Grade 4

2014-15 TEKS (Adopted Standards 2012)

3.7D 4.2A 4.2B 4.2C 4.2D 4.3A 4.3B 4.3C 4.3E 4.3F 4.4A 4.4D 4.4E 4.4F 4.4H 4.5A 4.5C 4.5D 4.6C 4.7A 4.7B 4.7C 4.7D 4.7E 4.8B 4.8C 4.9A 4.9B x x x x x x x x x x x x x x x x x x x x x x x x x x x x 1 Six Weeks

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U11 IFD

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NOTE: New standards listed reflect two gap considerations: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these situations by identifying new standards that reflect potential gaps in comparison to current standards and in comparison to current TEKS Resource System VAD specificity for all grade levels. Districts are encouraged to examine their implemented curriculum and their prior implementation of all VAD specificity to determine additional potential gaps.

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(no additional days may be needed) Grade 4 2014-15 Standard(s) 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2A Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left. 4.2B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. 4.2C Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =. 201314 School Year Grade 4 Teacher Interpret the value of each place-value position as one-tenth of the value of the place to its left. Relate descriptions for place-value positions from 10 to one-tenth of. 201415 School Year NEW K 8 Mathematics Standards Implemented

Represent the value of the digit in whole numbers through 1,000,000,000 using expanded notation and numerals. Introduce the billions period. Understand the magnitude of a billion. Ex: 1,000,000,000 can be represented as 10 hundred millions. Ex: 1,000,000,000 can be represented as 100 ten millions. Represent the value of the digit in decimals to the hundredths using expanded notation and numerals. Relate expanded notation for whole numbers to expanded notation for decimals to the hundredths. Ex: 1,783.25 = 1,000 + 700 + 80 + 3 + 0.20 + 0.05 Ex: 0.19 = 0.10 + 0.09 Ex: 1.09 = 1 + 0.09 Compare and order whole numbers to 1,000,000,000.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Grade 4 Unit 02 IFD Addition and Subtraction with Whole Numbers and Decimals

(no additional days may be needed) Grade 4 2014-15 Standard(s) 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2D Round whole numbers to a given place value through the hundred thousands place. 201314 School Year Grade 4 Teacher Round whole numbers to a given place value through the hundred thousands place. Relate rounding whole numbers to the nearest tens, hundreds, or thousands place to rounding whole numbers to the nearest ten thousands or hundred thousands place. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 4 2014-15 Standard(s) 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. 201314 School Year Grade 4 Teacher Add and subtract decimals to the hundredths place using the standard algorithm. Relate adding and subtracting decimals to the hundredths place using concrete objects and pictorial models to the standard algorithm for adding and subtracting decimals. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented 201415 School Year NEW K 8 Mathematics Standards Implemented

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Relate the standard algorithm for adding and subtracting whole numbers to the standard algorithm for adding and subtracting decimals to the hundredths place.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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(1 additional day may be needed) Grade 4 2014-15 Standard(s) 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4D Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 4.4H Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. 201314 School Year Grade 4 Teacher Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Relate multiplying a two-digit number by a one-digit number to multiplying a three-digit or four-digit number by a one-digit number. Make connections between the algorithms, strategies, and properties of operations. Ex: 4232 x 4 201415 School Year NEW K 8 Mathematics Standards Implemented

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Solve with fluency one- and two-step problems involving multiplication. Perform multiplication operations with fluency, meaning efficient application of procedures with accuracy.

NOTE: Division, including interpreting remainders, is included in Grade 4 Unit 04 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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(1 additional day may be needed) Grade 4 2014-15 Standard(s) 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4E Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations. 4.4F Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. 4.4H Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. 201314 School Year Grade 4 Teacher Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations. Relate dividing a three-digit number by a one-digit number to dividing a four-digit number by a one-digit number. Use arrays, area models, or equations. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. Relate dividing a three-digit number by a one-digit number to dividing a four-digit number by a one-digit number. Use strategies and algorithms, including the standard algorithm. Make connections between strategies and algorithms. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

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Solve with fluency one- and two-step problems involving division, including interpreting remainders. Perform division operations, including interpreting remainders, with fluency, meaning efficient application of procedures with accuracy. Interpret remainders in problem situations. Ex: The fourth grade is taking a field trip. They need to rent minivans to get there. There are 125 people going. Each minivan can only hold 8 people.

Add 1 to the quotient: How many minivans does the school need to rent? (They will need to rent 16 minivans for the trip.) Use only the quotient: How many minivans will be completely full? (There will be 15 minivans completely full.) Use only the remainder: How many people will not fit in the full minivans? (The remainder is 5. So, 5 people will not fit in the full minivans.)

NOTE: Multiplication is included in Grade 4 Unit 03 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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(no additional days may be needed) Grade 4 2014-15 Standard(s) 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5A Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. 201314 School Year Grade 4 Teacher Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. Use strip diagrams. Use equations with a letter standing for the unknown quantity. Connect representations of strip diagrams and equations. Ex: Hudsons goal is to read 93 pages of his book over a 3-day period. If he reads 34 pages on Monday and 25 pages on Tuesday, how many pages will Hudson need to read on Wednesday to reach his goal? Monday Tuesday Wednesday 201415 School Year NEW K 8 Mathematics Standards Implemented

Hudsons Pages

34

25

93

34 + 25 + w = 93

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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(2 additional days may be needed) Grade 4 2014-15 Standard(s) 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3A Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. 4.3B Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. 4.3C Determine if two given fractions are equivalent using a variety of methods. 4.3E Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. 4.3F Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. 201314 School Year Grade 4 Teacher Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. Ex: fraction a/b, where a = b fraction a/b, where a > b fraction a/b, where a < b 201415 School Year NEW K 8 Mathematics Standards Implemented

Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. Ex:

OR

OR

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OR

Determine if two given fractions are equivalent using a variety of methods. Ex:

Process/ Rule

Process/ Rule

OR

x2 x2

2 2

Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. Relate addition of fractions with equal denominators to objects and pictorial models. Ex:

1 3 8 8

1 3 5 1 8 8 8 8

1 3 5 1 8 8 8 8

2013, TCMPC

06/01/13

page 22 of 35

Relate subtraction of fractions with equal denominators to objects and pictorial models. Ex:

5 2 8 8

13 2 4 8 8 8

13 2 4 8 8 8

Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. Ex: Cora has

5 7 of a bag of dog food in the pantry and of a bag of dog food in the garage. If Cora combines the bags of dog food into a 8 8

3 5 bags of dog food, will all the dog food Cora has fit in the container? (Yes, it will fit because is a little more 4 8 1 1 3 7 than and is a little less than 1. So, the estimated sum, 1 , is less than 1 .) 2 2 4 8 5 10 Ex: Carla lives 2 miles from her school. She walked of a mile home and stopped to talk with a friend. Then she walked of a mile 12 12 3 home and stopped to tie her shoe. About how much farther will Carla have to walk to be home? (Carla will have to walk about of a mile to 4 5 1 5 1 10 3 is a little less than , so the estimated difference between 2 and is 1 . is a little more than , so the estimated be home. 12 2 12 2 12 4 1 10 3 difference between 1 and is .) 2 12 4

large container that holds 1

NOTE:

2013, TCMPC 06/01/13 page 23 of 35

Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

06/01/13

page 24 of 35

(no additional days may be needed) Grade 3 2014-15 Standard(s) 3.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: 3.7D Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. 201314 School Year Grade 4 Teacher Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. Distinguish between liquid volume (capacity) and weight. Ex: Fluid ounces are associated with liquid volume (capacity), and ounces are associated with weight. Recognize liquid volume (capacity) or weight in concepts embedded in real-life situations. Ex: What amount of rice is needed to fill the box? (capacity) Ex: How heavy is the box of rice? (weight) 201415 School Year NEW K 8 Mathematics Standards Implemented

NOTE: Suggest Grade 3 teachers infuse new standards 3.7D into their current curriculum. (See Grade 3 TAG Tool.) Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 4 2014-15 Standard(s) 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5C Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). 4.5D Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. 201314 School Year Grade 4 Teacher Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special formula for perimeter of a square (4s) and the area of a rectangle (l x w). Ex: Perimeter is equal to the length plus the width plus the length plus the width.

06/01/13

P=l+w+l+w

Perimeter is equal to the sum of the length, the width, the length, and the width.

page 25 of 35

2013, TCMPC

P = 2l + 2w Perimeter is equal to twice the length plus twice the width. Perimeter is equal to the sum of twice the length and twice the width. Perimeter of a square is equal to the product of four and the length of the side. Area of a rectangle is the product of the length and the width.

P = 4s

Perimeter of a square is equal to four times the length of the side. Area of a rectangle is equal to the length times the width.

A=lxw

Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Use formulas to solve problems involving perimeter and area of rectangles.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 4 2014-15 Standard(s) 4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8C Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. 201314 School Year Grade 4 Teacher Solve problems that deal with intervals of time using addition, subtraction, multiplication, or division as appropriate. Solve problems that deal with intervals of time without the use of tools. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

06/01/13

page 26 of 35

(no additional days may be needed) Grade 4 2014-15 Standard(s) 4.6 Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: 4.6C Apply knowledge of right angles to identify acute, right, and obtuse triangles. 201314 School Year Grade 4 Teacher Apply knowledge of right angles to identify acute, right, and obtuse triangles. Relate acute, right, and obtuse angles to acute, right, and obtuse triangles. 201415 School Year NEW K 8 Mathematics Standards Implemented

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

06/01/13

page 27 of 35

(5 days may be needed) Grade 4 2014-15 Standard(s) 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7A Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. 4.7B Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. 4.7C Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. 4.7D Draw an angle with a given measure. 4.7E Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. 201314 School Year Grade 4 Teacher Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. Represent an angle measure as a turn around the center point of a circle where the vertex of the angle is aligned to the center of the circle. Connect angle measures to parts of a circle cut out by the rays of the angle. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

06/01/13

page 28 of 35

Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. Represent the cuts n/360 out of a circle as degrees of angle measures. Ex:

Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. Connect the protractor, a tool used to determine the measure of an angle, to a semi-circle, 180. Use a protractor to measure angles with a ray aligned at zero degrees (right and/or left). Use a protractor to measure angles where a ray of the angle does not lie on zero degrees. Ex:

Angle Measure: 80

2013, TCMPC

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page 29 of 35

Use a protractor to measure angles whose rays may lie between numerically marked intervals. Ex:

Angle Measure: 90

Use angle classifications (acute, obtuse, and right) to determine reasonableness of angle measures. Draw an angle with a given measure. Ex: Use a protractor to draw a 150 angle.

2013, TCMPC

06/01/13

page 30 of 35

Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Decompose and compose angle measures. Ex:

How could you find the value of z? 180 72 What is the value of z? 108

How could you find the value of a and b? 124 2 What is the value of a? 62 What is the value of b? 62

Complementary angles two angles whose sum of angle measures equals 90 degrees (right angle) Supplementary angles two angles whose sum of angle measures equals 180 degrees (straight angle) Angle congruency marks angle marks indicating angles of the same measure

2013, TCMPC

06/01/13

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(no additional days may be needed) Grade 4 2014-15 Standard(s) 4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8B Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. 201314 School Year Grade 4 Teacher Convert measurements within the metric measurement system from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Length (kilometer, meter, centimeter, millimeter) Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC 06/01/13 page 32 of 35

Capacity (liter, milliliter) Ex:

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC 06/01/13 page 33 of 35

(5 days may be needed) Grade 4 2014-15 Standard(s) 4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: 4.9A Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. 4.9B Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. 201314 School Year Grade 4 Teacher Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. Frequency table Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

Miles 3 5 4 6 Tallies Frequency 4 3 7

Miles 5.75 6 6.25 6.5 7 Tallies Frequency 4 3 7 2 5 3 2 1

1 4 1 6 2

7

2 5

3 4 1 9 2

10

8.75 3 9.5 2 1 10

Dot plot a graphical representation usually used when there is one small group of data. The graph consists of a horizontal axis. One dot (or X) for each element in the data set is placed above the corresponding category or numerical value on the horizontal axis. When categorical data is used, it is orderly and not arbitrary. Ex:

06/01/13 page 34 of 35

2013, TCMPC

1 2

1 2

1 2

1 2

1 2

5.5

6.5

7.5

8.5

9.5

Stem-and-leaf plot a graphical representation used to analyze and compare groups or clusters of numerical data by separating one place value from another place value from a data set. The larger of the two place values is called the stem and the smaller of the two place values is called the leaf. Each leaf represents one piece of data in the set. Ex: Number of Miles Martin Rode His Bike Each Day LEAVES 3 3 3 4 4 4 0 0 3 4 1 2 0 5 0 0 3 4 1 2 0 0 3 4

STEM 5 6 7 8 9 10 Key:

3 4 1 4 0

1 4 0

1 4

1 4

1 4

1 4

1 4

1 2

1 2

STEM 5 6 7 8 9 10 Key:

LEAVES 75 75 0 0 0 0 75 75 50 50 0 5

75 0 0 75

75 25 0

25 0

25

25

25

25

25

50

50

75 means 5.75

3 3 means 5 4 4

Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

2013, TCMPC

06/01/13

page 35 of 35

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