4th

 Math  Long-­Term  Plan  2018-­2019  

  Unit  1:  Place  Value  
TEKS-­‐   4.2A interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the place to the left
State  Standards   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 <,>, or =
4.2D Round whole numbers to a given place value through the hundred thousand place
4.2E represent decimals, including tenths and hundredths, using concrete visuals and models and money
4.2F Compare and order decimals using concrete and visual models to the hundredths
4.4G Round to the nearest 10, 100, or 1,000 and estimate using compatible numbers
4.2H Determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
4.4A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm  
Objectives-­‐   • SWBAT  Round  numbers  to  determine  the  best/most  reasonable  estimate  for  addition,  subtraction,  multiplication,  and  division  problems    
Lesson  Outcome   • SWBAT  Use  compatible  numbers  to  determine  the  best/most  reasonable  estimate  for  addition,  subtraction,  multiplication,  and  division  
problems    
• SWBAT  Describe  estimates  as  “less  than,”  “between,”  and  “greater  than”  given  values/ranges    
• SWBAT  Round  to  a  given  place  value  or  determine  the  best  place  value  to  round  to    
• SWBAT  Apply  multiple  problem  solving  strategies  in  order  to  break  down  a  problem    
• SWBAT  Be  able  to  add  multi-­‐digit  numbers  using  carrying    
• SWBAT  Be  able  to  subtract  multi-­‐digit  numbers  using  regrouping    
• SWBAT  Effectively  line  up  the  decimal  point  when  adding  and  subtracting  decimals    
• SWBAT  Represent  a  decimal  on  a  given  number  line  when  given  predetermined  intervals  or  benchmarks    
• SWBAT  Represent  fractions  visually  as  well  as  in  written  form    
• SWBAT  Convert  visually  represented  fractions  to  a  decimals  and  convert  visually  represented  decimals  to  fractions    
• SWBAT  Write  a  decimal  and/or  a  fraction  from  a  pictorial  model    
• SWBAT  Properly  identify  decimal  place  value    
• SWBAT  Use  decimal  and  fraction  vocabulary  properly    
• SWBAT  See  the  relative  magnitude  of  a  decimal  in  a  visual  amount  in  order  to  compare  the  size  of  each    
• SWBAT  Use  inequality  words  and  symbols    
• SWBAT  Create  or  choose  multiple  representations  of  the  same  decimal  using  multiple  methods  
• SWBAT  Round  to  the  nearest  ten,  hundred,  or  thousands  to  approximate  reasonable  results  in  problem  situations  
• SWBAT  Use  number  lines  and  place  value  charts  to  understand  the  placement  of  different  digits    
• SWBAT  Compare  and  determine  how  each  place  value  compares  to  the  place  value  of  another  number    
• SWBAT  Generate  different  representations  of  the  same  whole  number  or  decimal    
• SWBAT  Read  and  use  expanded  notation    
• SWBAT  Read  and  use  numerical  representations    
• SWBAT  Fluently  connect  different  place  values  based  on  magnitude    
• SWBAT  Use  base-­‐ten  blocks  to  visually  represent  the  magnitude  of  numbers  
 
4th  Math  Long-­Term  Plan  2018-­2019  
  Unit  2:  Multiplication  and  Division  
TEKS-­‐   4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings
State  Standards   4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;
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
4.4E 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 –
Readiness
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
4.5B represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule
representing the relationship of the values in the resulting sequence and their position in the sequence
 
Objectives-­‐   • SWBAT Apply knowledge of patterns and place value to determine products
Lesson  Outcome   • SWBAT Evaluate the reasonableness of products
• SWBAT Create various models give a 2- digit by 2-digit multiplication problem
• SWBAT Create a model of a perfect square, the result of which is a “perfect square” (e.g. draw an array of 9x9 and it should be a perfect
square)
• SWBAT Use multiplication to solve problems involving whole numbers
• SWBAT Multiply using the traditional method, partial products, estimating, etc.
• SWBAT Recognize arrays, area models, and equal groups as multiplication problems
• SWBAT Determine necessary info (when given extra info) and use multiplication to solve a problem situation
• SWBAT Create a given pictorial or numerical representation of a word problem
• SWBAT Explain how a pictorial model, like an array or area model, represents a quotient
• SWBAT Use division to solve problems involving whole numbers
• SWBAT Write and read division sentences in various ways using various symbols
• SWBAT Interpret a remained based on the context
• SWBAT Select and use equations to represent problem situations for both whole numbers and fractions
• SWBAT Solve an algebraic equation for a given variable
• SWBAT Write an equation to represent a problem situation, using more than one operation
• SWBAT Select the appropriate expression without evaluating it
• SWBAT Evaluate part-part-whole problems
• SWBAT Express mathematical relationships using equations
• SWBAT Use knowledge of order or operations and properties to evaluate an equation with or without variables.
 
 
4th  Math  Long-­Term  Plan  2018-­2019  
  Unit  3:  Fractions  
TEKS-­‐   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
State  Standards   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
4.3D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =,
or < – Readiness
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 – Readiness
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
 
Objectives-­‐   • SWBAT Use multiple representations (including number lines) to show fractional amounts, including improper fractions.
Lesson  Outcome   • SWBAT Find the equivalence between a pictorial model and the fraction amount.
• SWBAT Determine the sum of the parts of a whole given the fractional quantities
• SWBAT Use methods such as a number line, area model, strip diagram, or arithmetic method to determine if two fractions are equivalent
• SWBAT Justify whether or not two fractions are equivalent
• SWBAT Compare fractional quantities using symbols and phrases
• SWBAT Use cross-multiplication to compare fractions
• SWBAT Write fractions with common denominators to compare
• SWBAT Given fractions in a problem solving situation (with and without extra information), determine the correct comparison/relationship
of the fractions
• SWBAT Given up to 5 fractions in a table, compare and/or order the fraction ins order to determine the greatest, least, or fraction that is
greater
• SWBAT How to fluently move between a fractional number and a representation
• SWBAT Reason with benchmark fractions, regardless of whether they have a model
• SWBAT Reason with benchmark fractions and other fractions with unequal denominator (e.g. Scholars can reason that ½ is a little less than
5/9)
• SWBAT Locate either fractions or decimals on number lines with ease
• Given a point on a number line (in tenths or hundredths), scholars can give the corresponding fractional or decimal representation

 
 
4th  Math  Long-­Term  Plan  2018-­2019  
 
Unit  4:  Geometry  
TEKS-­‐   4.5 solve problems related to perimeter and area of rectangles where dimensions are whole numbers
State  Standards   4.6A identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
4.6B identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure
4.6C apply knowledge of right angles to indentify acute, right, and obtuse triangles
4.6D classify two-dimensional figures based on the presence of absence of parallel or perpendicular lines
4.7D determine the approximate measures of angles in degrees to the nearest whole number using a protractor  

Objectives-­‐   • SWBAT Recognize perimeter and area questions that are embedded into real world problem situations.
Lesson  Outcome   • SWBAT Determine area when given side lengths, both with and without models.
• SWBAT Determine area by measuring to determine the lengths of the sides.
• SWBAT Determine the missing side lengths when given the area and one side.
• SWBAT To find the perimeter of a rectangle, use the formulas: lxw, 1+1+w+w
• SWBAT Recognize and distinguish between the different types of lines
• SWBAT Identify line types in a pictorial model or in polygons, including extending the lines beyond the end of the pictorial model
• SWBAT Determine if a figure has a line of symmetry
• SWBAT Draw lines of symmetry when they are present in the attributes of a shape
• SWBAT Classify triangles based on the appearance of certain angles.
• SWBAT Determine and pull apart (i.e. “see it”) lines of angles of a polygon
• SWBAT Determine if a polygon has more than one classification, such as a quadrilateral and a trapezoid
• SWBAT Utilize visual indicators on a figure to determine angles (i.e. the tiny square in a right angle) or to determine lines (has marks on a
rectangle)
• SWBAT Use a protractor to determine the measure of a given angle
• SWBAT Use a protractor that is level (starting at zero), and that is also not level
• SWBAT Draw a ray to begin an angle, placing the vertex in the center mark.
• SWBAT Align the vertex to the angle measurement you would like to extend to and draw another ray to complete the angle of a given
measurement.
• SWBAT Add/subtract angle measurements based on whether an adjacent angle is a right angle or what the shared total angle measurement is

 
 
4th  Math  Long-­Term  Plan  2018-­2019  
 
Unit  5:  Measurement    
TEKS-­‐   4.8A identify relative sizes of measurement units within the customary and metric systems
State  Standards   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
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
4.9A 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
 

Objectives-­‐   • SWBAT  Know  how  to  use  the  benchmarks  for  measurements  to  accurately  estimate  the  measurements  of  certain  objects    
Lesson  Outcome   • SWBAT  Be  able  to  eliminate  options  based  on  impossibility  and  reasonableness    
• SWBAT  Differentiate  between  what  units  are  actually  used  to  measure  length,  area,  capacity,  and  weight    
• SWBAT  Use  ample  opportunities  to  become  familiar  with  new  units  of  measure  (metric)  and  explore  the  patterns  and  relationships  in  
conversion  tables  that  they  create.    
• SWBAT  Make  statements  such  as,  if  one  foot  is  12  inches,  then  3  feet  has  to  be  36  inches  because  there  are  3  groups  of  12.    
• SWBAT  Know  how  to  use  the  benchmarks  for  measurements  to  accurately  estimate  the  measurements  of  certain  objects  
• SWBAT  Be  able  to  eliminate  options  based  on  impossibility  
• SWBAT  Differentiate  between  what  units  are  actually  used  to  measure  length,  area,  capacity,  and  weight  
• SWBAT  Use  AND  Create  any  of  these  graphs  with  whole  numbers  OR  fractions.  
• SWBAT  Use  knowledge  and  understanding  of  problem  solving  and  operations  to  accurately  solve  problems  

 
 
4th  Math  Long-­Term  Plan  2018-­2019  
 
Unit  6:  Financial  Literacy  
TEKS-­‐   • 4.10A distinguish between fixed and variable expenses
State  Standards   • 4.10B calculate profit in a given situation
• 4.10E describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
 

Objectives-­‐   • SWBAT  Determine  whether  an  expense  is  fixed  or  variable  and  why  
Lesson  Outcome   • SWBAT  Determine  profit  some  a  single  source  for  income  and/or  expense.    
• SWBAT  Determine  profit  from  multiple  sources  of  income  and/or  expense    
• SWBAT  Describe  each  financial  institution  and  determine  the  purpose  of  it