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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. 2004.211  I can write an equation for a multiplication situation involving comparison.  I can solve multiplication word problems using drawings and equations with variables. 2004.212  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 2004.213  situation. I can use estimation and mental math to evaluate if an answer is reasonable.  I can explain the relationship between factors and multiples. 2004.221  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. 2004.231  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 2004.411 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 2004.412  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. 2004.413  I can explain how I use place value to round.  I can add whole numbers with ease using the standard algorithm. 2004.421  I can subtract whole numbers with ease using the standard algorithm.

Mathematics Curriculum Dept.

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, 2004.422  equations, and models. I can explain the multiplication strategies I use.  I can solve measurement word problems using addition, 2004.712 subtraction, and multiplication on whole numbers.

Mathematics Curriculum Dept.

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. 2004.213  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.  2004.221  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. 2004.231  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. 2004.422   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, 2004.422  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, 2004.423  equations, and models. I can explain the division strategies I use.  I can solve measurement word problems using the four 2004.712 operations on whole numbers.

Mathematics Curriculum Dept.

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 2004.213  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. 2004.511  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 2004.512  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. 2004.521   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. 2004.522  I can solve word problems involving multiplication of a fraction by a whole number using visual models and equations.

Mathematics Curriculum Dept.

Page 4

May 2013

 SMSD Objective “I Can” Statement Comments  I can rewrite a fraction with 10 as the denominator as an 2004.531  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 2004.532  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. 2004.533   I can use visual models to justify the comparison of two decimals.  I can describe the relative size of measurement units (e.g., a 2004.711 kilometer is 1000 times as large as a meter).  I can solve measurement word problems using the four 2004.712 operations on whole numbers, fractions and decimals.

Mathematics Curriculum Dept.

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. 2004.213  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. 2004.231  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 2004.711  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 2004.712  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.  2004.713  problems. I can use the formula for area to solve real world problems.  I can create line plots using fractions as units. 2004.721  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. 2004.731  I can explain that an angle is measured in degrees and how degrees relate to a circle.

Mathematics Curriculum Dept.

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. 2004.732  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. 2004.733  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. 2004.811  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 2004.812  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 2004.813  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.