• 4th Grade Supply List 2017-2018:
Book bag & zippered pencil pouch
Language Arts : 3 subject spiral composition notebook & pencils
Science/Social Studies: spiral composition notebook & pencils
Math; 3 ring binder (1 inch) , divider tabs for binder, loose leaf notebook paper for your binder, pencils, 2 Expo dry erase markers ( blue or black low odor)

Items requested for classroom use:
Box of kleenex and a container of Clorox Wipes (Thank you!)

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Listed below are the objectives your child will be studying in math for the 2016-2017 school year. ISS baseline assessments dates are also included. PLEASE, PLEASE, PLEASE work with your child on the 1-12s multiplication facts. This is an ESSENTIAL foundation for 4th grade math.

4th Grade Math Common Core  2017-2018

Unit 1 ( Place Value):

NBT.1: (Numbers & Operations in Base Ten)

I can identify the location of a digit in a number.

I can determine the value of a digit in a number.

I can explain the relationship between the location of a digit and its value.

I can demonstrate the value of a number using a variety of tools.

NBT.2:

I can read and write multi digit whole numbers.

I can compare multi digit whole numbers.

NBT.3:

I can round multi digit whole numbers.

I can explain how a multi digit number is rounded to a specific place value.

NBT.4:

I can add multi digit whole numbers.

I can subtract multi digit whole numbers.

MD.3 (Perimeter):

I can use the formula for perimeter to solve problems.

Unit 2 (Place Value, Multiplication, Division, and Problem Solving):

NBT. 5:

I can multiply a whole number of up to four digits by a one digit number.

I can multiply a two digit number by a two digit number.

I can illustrate my multiplication calculations through a variety of methods.

OA.4:

I can find all the factors of numbers from 1 to 100.

I can determine if a whole number is a multiple of a given digit.

I can decide if a number is prime or composite.

OA.5:

I can generate a shape pattern.

I can generate a number pattern.

I can identify the rule in a shape pattern.

I can identify the rule in a number pattern

MD.3(Area)

I can explain the difference between area and perimeter.

I can use the formula for area to solve problems.

I can solve area and perimeter problems that include an unknown variable.

OA.1: (Operations & Algebraic thinking)

I can write an equation for my multiplication word problem. I can interpret a multiplication equation as a comparison. I can represent verbal statements of multiplicative comparisons as multiplication equations.

OA.2:

I can use algebraic thinking to solve word problems involving multiplication.

OA.3:

I can use the 3 operations (add, subtract, & multiply) to solve multi step word problems containing whole numbers. (focus addition and subtraction with exact and estimation answers)

I can make sure my answer makes sense.

(NC Check-in Baseline Assessment for Quarter 1: Oct 24th  -Oct 27th )

NBT.6:

I can divide up to four digits by one digit using various methods. (focus with/without remainders, using visual models)

I can recognize the relationship between multiplication and division.

OA.2:

I can use algebraic thinking to solve word problems involving multiplication and division.

OA.3:

I can use the 4 operations to solve multi step word problems containing whole numbers. (focus addition and subtraction with exact and estimation answers)

I can interpret the remainder in a division word problem.

I can make sure my answer makes sense.

Unit 3 (Fractions and Decimals):

NF.1: (Number and Operation- Fractions

I can understand the value of a fraction.

I can understand how a fraction model represents a fraction.

I can understand how two fractions are equivalent.

I can understand how two different looking fraction models are equal to the same value.

NF.2:

I can recognize that two fractions with the same denominator and different numerators have a different value. (use visual models)

I can use the symbols >, < , or = to compare the value of fractions with the same denominator and different numerators.

I can recognize that two fractions with different denominators and the same numerators represent different values.  (use visual models)

I can use the symbols >, <, or = to compare the value of fractions with different denominators and the same numerator.

I can determine whether a fraction is greater than, less than, or equal to a benchmark fraction. ( ¼, ½. ¾, 1/10)

I can recognize that I can only compare two fractions when both fractions refer to the same whole. (using pattern blocks-hexagon=1, so trapezoid= ½)

G.2 :

I can sort 2 dimensional figures based on specific criteria ( lines and angles).

i can recognize that triangles can be classified by the lengths of their sides, (equilateral, isosceles, or scalene).

I can identify a triangle based on the lengths of its sides.

(NC Check-in Baseline Assessment for Quarter #2: Jan 12th- 19th)

NF.3:

I can join fractions with a numerator of 1 and the same denominator by adding them.

I can separate fractions with the same denominator by subtracting them.

I can decompose fractions using fraction models.

I can write a decomposed fraction (broken apart) using an equation.

I can understand a fraction a/b with a > 1 as a sum of fractions 1/b (focus: word problems)

I can add and subtract mixed numbers with like denominators.

I can determine which operation (addition or subtraction) to use when solving word problems involving fractions with like denominators.

NF.4:

I can multiply a fraction with a numerator of 1 by a whole number.

I can multiply a fraction with a numerator greater than one by a whole number.

I can solve word problems that involve multiplying a fraction by a whole number.

NF.5:

I can restate fractions that have a denominator of 10 or 100 as equivalent (Example: 3/10=30/100)

I can explain the relationship between tenths and hundredths.

I can add two fractions that have a denominator of 10 or 100  (Example: 3/10 + 4/100 = 34/100)

NF.6:

I can convert decimals into fractions, with denominators of 10 or 100.

I can convert fractions into decimals, with denominators of 10 or 100.

NF.7:

I can compare two decimals up to the hundredths place.

I can recognize comparisons are only valid when two decimals refer to the same whole.

MD.4: (Measurement & Data)

I can create a line plot that displays data in fractional units.

I can solve problems (adding & subtracting) by using a line plot.

OA.5:

I can generate a shape pattern.

I can generate a number pattern.

I can identify the rule in a shape pattern.

I can identify the rule in a number pattern

G.1:

I can identify points, lines, segments, rays and angles.

I can identify parallel and perpendicular lines and distinguish between the two.

I can identify points, lines, line segments, rays and angles in a 2 dimensional shape.

I can identify parallel and perpendicular lines in a 2 dimensional shape.

MD.1

I can identify the units of measurement within a system. 9Examples: km, m, cm, kg, g, lb, oz, l, ml, hr, min, sec.

I can convert larger units of measurement into smaller units within the same system.

I can create a conversion table showing equivalent units of measure ( Example: ft/inches)

(NC Check-in Baseline Assessment for Quarter #3 March 22nd-29th

Unit 4 ( Geometry, Measurement and Data):

G.1: (Geometry) ( Already tested on NC Check-in #3)

I can identify points, lines, line segments, rays, and angles.

I can identify parallel and perpendicular lines and distinguish between the two.

I can identify points, lines, line segments, rays, and angles in a 2 dimensional shape.

I can identify parallel and perpendicular lines in a 2 dimensional shape.

G.2: ( Already tested on NC Check-in #2)

I can sort two dimensional shapes based on specific criteria.

I can recognize that triangles can be classified based on the length of their sides.

I can identify a triangle based on the size of its angles.

G.3:

I can recognize lines of symmetry in 2 dimensional figures.

MD.5:

I can recognize an angle as a geometric shape.

I can define circular arc.

I can recognize the relationship between an angle and a circle.

MD.6:

I can measure an angle correctly.

I can draw an angle of a specific degree.

MD.7:

I can explain how one angle can be broken down into several smaller angles.

I can explain how several smaller angles can be put together to form one large angle.

I can solve addition and subtraction problems to find unknown angles.

OA.5:

I can generate a shape pattern.

I can generate a number pattern.

I can identify the rule in a shape pattern.

I can identify the rule in a number pattern

MD.1: ( Already tested on NC check-in #3)

I can identify the units of measurement within a system (Example: km, m, cm, kg, g, lb, oz, l, ml, hr, min, sec.)

I can convert larger units of measurement into smaller units of measurement within the same system.

I can create a conversion table showing equivalent units of measures. (Example: inches/ft.)

MD.2:

I can determine which operation to use when solving word problems involving measurement.

The end of grade math test will be given the end of May or the first of June.