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Student Learning Targets—Fourth Grade Math

First Quarter

SMSD

Objective

“I Can” Statement

Comments

 

I can explain the meaning of a multiplication situation as comparison.

 

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I can write an equation for a multiplication situation involving comparison.

 

I can solve multiplication word problems using drawings and equations with variables.

 

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I can determine when a situation describes a multiplication relationship (as many times as) instead of an addition relationship (more).

 

I can solve multistep word problems with any operation.

 

I can write an equation with a variable to represent a

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situation. I can use estimation and mental math to evaluate if an answer is reasonable.

 

I can explain the relationship between factors and multiples.

 

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I can determine if a number up to 100 is a multiple of another number.

 

I can create a number pattern that follows a given a pattern rule.

 

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I can identify and explain patterns that I see in a pattern in addition to those in the pattern rule.

 

I can explain how the value of each digit in a multi-digit

 

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number relates to the value of the digit to its right.

 

I can read and write multi-digit numbers in word form.

 

I can read and write multi-digit numbers in standard form.

I can read and write multi-digit numbers using expanded

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form. I can compare two multi-digit numbers and use the <, >, and = symbols.

 

I can round numbers up to 1,000,000 to any place.

 

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I can explain how I use place value to round.

 

I can add whole numbers with ease using the standard algorithm.

 

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I can subtract whole numbers with ease using the standard algorithm.

Mathematics Curriculum Dept.

Student Learning Targets—Fourth Grade Math First Quarter SMSD “I Can” Statement Comments  I can explain

Student Learning Targets—Fourth Grade Math

Page 1

May 2013

SMSD

Objective

“I Can” Statement

Comments

 

I can multiply a number with up to four digits by a one-digit

 

number using strategies. I can demonstrate multiplication strategies with drawings,

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equations, and models. I can explain the multiplication strategies I use.

 

I can solve measurement word problems using addition,

 

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subtraction, and multiplication on whole numbers.

Mathematics Curriculum Dept.

SMSD “I Can” Statement Comments  I can multiply a number with up to four digits

Student Learning Targets—Fourth Grade Math

Page 2

May 2013

Student Learning Targets—Fourth Grade Math

Second Quarter

SMSD

Objective

“I Can” Statement

Comments

 

I can solve multiplication and division word problems using

 

2004.212

drawings and equations with variables.

 

I can solve multistep word problems with any operation.

I can write an equation with a variable to represent a

 

I can explain what the remainder means in a word problem

situation.

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situation. I can use estimation and mental math to evaluate if an answer is reasonable.

 

I can find factor pairs for a number up to 100.

I can determine if a number up to 100 is a multiple of

 

I can explain the relationship between factors and multiples.

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another number. I can determine if a number up to 100 is prime or composite.

 

I can create a number pattern that follows a given a pattern rule.

 

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I can identify and explain patterns that I see in a pattern in addition to those in the pattern rule.

 

I can multiply a number with up to four digits by a one-digit

I can demonstrate multiplication strategies with drawings,

 

number using strategies. I can multiply two two-digit numbers using strategies.

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equations, and models. I can explain the multiplication strategies I use.

 

I can multiply two two-digit numbers using strategies.

 

I can demonstrate multiplication strategies with drawings,

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equations, and models. I can explain the multiplication strategies I use.

 

I can divide up to four-digit numbers by one-digit numbers

 

with remainders using strategies. I can demonstrate division strategies with drawings,

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equations, and models. I can explain the division strategies I use.

 

I can solve measurement word problems using the four

 

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operations on whole numbers.

Mathematics Curriculum Dept.

Student Learning Targets—Fourth Grade Math Second Quarter SMSD “I Can” Statement Comments  I can solve

Student Learning Targets—Fourth Grade Math

Page 3

May 2013

Student Learning Targets—Fourth Grade Math

Third Quarter

SMSD

Objective

“I Can” Statement

Comments

 

I can solve multistep word problems with any operation.

I can write an equation with a variable to represent a situation.

 

I can explain what the remainder means in a word problem

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situation.

I can use estimation and mental math to evaluate if an answer is reasonable.

 

I can explain why fractions are equivalent using models.

 

I can generate equivalent fractions by multiplying or dividing the numerator and denominator by the same number.

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I can use visual models to justify why multiplying or dividing the numerator and denominator by the same number generates equivalent fractions.

 

I can explain why fractions can only be compared when they

 

refer to the same whole. I can compare two fractions by generating equivalent fractions

with common numerators or common denominators. I can compare two fractions by comparing them to a benchmark

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fraction. I can use <, >, and = symbols to record comparisons of fractions.

I can use visual models and explanations to justify a fraction comparison.

 

I can use visual models to add and subtract fractions within the

I can add or subtract mixed numbers using a mixed fraction

 

same whole. I can use visual models to decompose a fraction in more than

one way, including decomposing a fraction into a sum of its unit fraction. I can record fraction decomposition in an equation.

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using equivalent fractions, properties of operations, or the relationship between addition and subtraction. I can solve word problems with addition and subtraction of fractions with the same denominator using drawings, pictures and equations.

 

I can explain why a fraction is a multiple of a unit fraction with the

 

same denominator (a/b = a x 1/b). I can multiply a fraction by a whole number.

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I can solve word problems involving multiplication of a fraction by a whole number using visual models and equations.

Mathematics Curriculum Dept.

Student Learning Targets—Fourth Grade Math Third Quarter SMSD “I Can” Statement Comments  I can solve

Student Learning Targets—Fourth Grade Math

Page 4

May 2013

SMSD

Objective

“I Can” Statement

Comments

 

I can rewrite a fraction with 10 as the denominator as an

 

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equivalent fraction with 100 as the denominator. I can add two fractions with denominators 10 and 100.

 

I can explain the relationship between a fraction and its decimal

 

representation. I can represent fractions with denominators of 10 and 100 as

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decimals. I can identify tenths and hundredths place of a decimal.

I can show the placement of a decimal on a number line.

 

I can explain why decimals can only be compared when they

I can use <, >, and = symbols to record comparisons of decimals.

 

refer to the same whole. I can compare two decimals to the hundredths place.

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I can use visual models to justify the comparison of two decimals.

 

I can describe the relative size of measurement units (e.g., a

 

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kilometer is 1000 times as large as a meter).

 

I can solve measurement word problems using the four

 

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operations on whole numbers, fractions and decimals.

Mathematics Curriculum Dept.

SMSD “I Can” Statement Comments  I can rewrite a fraction with 10 as the denominator

Student Learning Targets—Fourth Grade Math

Page 5

May 2013

Student Learning Targets—Fourth Grade Math

Fourth Quarter

SMSD

Objective

“I Can” Statement

Comments

 

I can solve multistep word problems with any operation.

I can write an equation with a variable to represent a

 

I can explain what the remainder means in a word problem

situation.

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situation. I can use estimation and mental math to evaluate if an answer is reasonable.

 

I can create a number or shape pattern that follows a given a pattern rule.

 

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I can identify and explain patterns that I see in a pattern in addition to those in the pattern rule.

 

I can describe the relative size of measurement units (e.g., a

 

kilometer is 1000 times as large as a meter). I can represent a larger unit as a multiple of smaller units

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within the same system of measurement (e.g., 1 km = 1000 m). I can record equivalent measurements in two-column tables.

 

I can solve measurement word problems using the four

 

operations on whole numbers, fractions and decimals. I can represent measurement quantities using diagrams with

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appropriate scales. I can convert measurements from larger units to smaller units to solve a problem.

 

I can explain the formula for perimeter.

I can use the formula for perimeter to solve real world

 

I can explain the formula for area.

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problems. I can use the formula for area to solve real world problems.

 

I can create line plots using fractions as units.

 

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I can use the data in a line plot to solve and addition or subtraction problem.

 

I can define the term angle.

 

I can identify the parts of an angle.

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I can explain that an angle is measured in degrees and how degrees relate to a circle.

Mathematics Curriculum Dept.

Student Learning Targets—Fourth Grade Math Fourth Quarter SMSD “I Can” Statement Comments  I can solve

Student Learning Targets—Fourth Grade Math

Page 6

May 2013

SMSD

Objective

“I Can” Statement

Comments

 

I can use a protractor to measure and angle.

 

I can sketch angles with a given measurement.

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I can use a protractor to create an angle with a given measurement.

 

I can explain that an angle can be decomposed into smaller angles and the measurement of the large angle is the sum of the smaller angles.

 

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I can find unknown angle measures by adding and

subtracting. I can solve word problems involving unknown angles.

 

I can draw an example of a point, line, line segment, ray, angle, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines.

 

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I can identify points, line, line segments, rays, angles, right angles, acute angles, obtuse angles, perpendicular lines and parallel lines in two-dimensional figures.

 

I can classify two-dimensional shapes into categories based

 

on having parallel and/or perpendicular lines. I can classify two-dimensional shapes into categories based

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on having acute, obtuse, and/or right angles. I can identify right triangles.

 

I can identify figures that contain a line of symmetry.

 

I can define line of symmetry and explain how folding on a

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line of symmetry results in matching parts. I can identify a line of symmetry in two-dimensional figures.

I can draw a line of symmetry in two-dimensional figures.

Mathematics Curriculum Dept.

SMSD “I Can” Statement Comments  I can use a protractor to measure and angle. 

Student Learning Targets—Fourth Grade Math

Page 7

May 2013